Early reading achievement, oral language ability, and a child's home background

David L. Share, Anthony F. Jorm, Rod Maclean, Russell Matthews, Bobbie Waterman

Research output: Contribution to journalArticlepeer-review

Abstract

The relationships between early reading achievement, oral language ability, and the home were studied in a group of 543 school‐entry age children. Using hierarchical multiple regression it was found that socioeconomic status was associated with both reading achievement and oral language ability. However, this association occurred largely because socioeconomic status was associated with educational processes in the home which contribute more directly to early achievement. In addition home educational processes were found to contribute to early reading achievement primarily by providing oral language skills and to a lesser extent by providing specific reading skills. The inadequacy of using socioeconomic status to investigate the relationship between the home and school achievement was discussed. 1983 Australian Psychological Society

Original languageEnglish
Pages (from-to)75-87
Number of pages13
JournalAustralian Psychologist
Volume18
Issue number1
DOIs
StatePublished - Mar 1983
Externally publishedYes

ASJC Scopus subject areas

  • Arts and Humanities (miscellaneous)
  • Psychology (all)

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