- The relationship between parental literacy involvement, socio-economic status and reading literacy
- Educational Review
- Volume | Issue number
- 69 | 1
- Pages (from-to)
- Document type
- Faculty of Social and Behavioural Sciences (FMG)
- Research Institute of Child Development and Education (RICDE)
In this article, we explore the relationship between parental literacy activities with the child, socio-economic status (SES) and reading literacy. We draw upon the Bourdieusian theory of habitus development to explore this relationship. Multilevel analyses of a survey of 43,870 pupils (with an average age of 10 years) in 10 Western European regions reveal a positive relation between early parental involvement in literacy activities (before primary school) and an increasing level of reading literacy and parental education. Students with a lower SES also have lower reading literacy and reading attitudes than students with a higher SES. We also find that children with a lower SES experience more late parental involvement in literacy activities (during the fourth year of formal schooling) than children with a higher SES. We also show that late parental involvement in literacy activities is an adjustment for worse or better reading literacy during primary school.
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