Socio-economic differences in foundation-level literacy.
Br J Psychol
; 91 ( Pt 2): 145-66, 2000 May.
Article
em En
| MEDLINE
| ID: mdl-10832511
ABSTRACT
The foundation literacy skills of children from differing socio-economic backgrounds were investigated in a cross-sectional study. The children were aged between 4 and 8 years and attended Nursery or Primary 1, 2 or 3 classes. Low socioeconomic status (SES) was associated with impairments for chronological age in letter knowledge as well as in both logographic and alphabetic foundation components. There was also an effect on metaphonological++ skill. However, once the SES groups were equated for reading age, high and low SES performance was indistinguishable. The results suggest that delayed acquisition of foundation literacy skills is traceable to a delay in acquiring letter-sound knowledge. Implications for intervention are discussed in the context of the foundation literacy framework.
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Coleções:
01-internacional
Base de dados:
MEDLINE
Assunto principal:
Leitura
/
Desenvolvimento Infantil
Tipo de estudo:
Health_economic_evaluation
/
Observational_studies
/
Prevalence_studies
/
Risk_factors_studies
Limite:
Child
/
Child, preschool
/
Humans
País/Região como assunto:
Europa
Idioma:
En
Revista:
Br J Psychol
Ano de publicação:
2000
Tipo de documento:
Article
País de afiliação:
Reino Unido