How Parental Factors Influence Children's Literacy Development: Inequity in Education

Autor/in	Ha, Cheyeon
Titel	How Parental Factors Influence Children's Literacy Development: Inequity in Education
Quelle	In: Education 3-13, 51 (2023) 3, S.493-508 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ha, Cheyeon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2021.1981422
Schlagwörter	Parent Influence; Literacy; Socioeconomic Status; Parent Participation; Parent Role; Socioeconomic Influences; Social Justice; Cultural Capital; Social Capital; Family Influence; At Risk Students; Young Children; Early Childhood Education; Elementary Education + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Socio-economic status; Sozioökonomischer Status; Elternmitwirkung; Parental role; Elternrolle; Sozioökonomischer Faktor; Soziale Gerechtigkeit; Sozialkapital; Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elementarunterricht
Abstract	Previous studies have focused on how parental factors affect children's learning development. This study aims to review previous findings and explain the relationship between child literacy development and parenting in terms of two environmental factors: family socioeconomic status (SES) and parents' involvement based on positive role beliefs, especially when they have children in the early childhood and elementary years. Previous studies have found that children from lower SES families experience considerable disadvantages in their literacy development. However, other scholars argue that parental involvement based on positive role beliefs can meaningfully contribute to children's improved literacy outcomes. Also, multiple studies point out that parents' positive role beliefs can offset the disadvantages in children's literacy development caused by low SES. By comparing the findings of previous studies, this article provides a foundation for future research on familial issues in child education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01