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

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

doi:10.1080/00050068308256241

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: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-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.

Original language	English
Title of host publication	Proceedings of the First National Child Development Conference
Place of Publication	Perth, Western Australia
DOIs	https://doi.org/10.1080/00050068308256241
State	Published - 1983
Externally published	Yes

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10.1080/00050068308256241

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@inproceedings{db47ae74bfe5479abe3976bb44d8c1a7,

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

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.",

author = "Share, {David L.} and Jorm, {Anthony F.} and Rod Maclean and Russell Matthews and Bobbie Waterman",

year = "1983",

doi = "10.1080/00050068308256241",

language = "English",

booktitle = "Proceedings of the First National Child Development Conference",

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AU - Share, David L.

AU - Jorm, Anthony F.

AU - Maclean, Rod

AU - Matthews, Russell

AU - Waterman, Bobbie

PY - 1983

Y1 - 1983

N2 - 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.

AB - 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.

U2 - 10.1080/00050068308256241

DO - 10.1080/00050068308256241

M3 - Conference contribution

BT - Proceedings of the First National Child Development Conference

CY - Perth, Western Australia

ER -

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

Abstract

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