Tracking Vocabulary and Reading Growth in Children from Lower and Higher Socioeconomic Backgrounds during the Transition from Primary to Secondary Education

Autor/inn/en	van der Kleij, Sanne W.; Burgess, Adrian P.; Ricketts, Jessie; Shapiro, Laura R.
Titel	Tracking Vocabulary and Reading Growth in Children from Lower and Higher Socioeconomic Backgrounds during the Transition from Primary to Secondary Education
Quelle	In: Child Development, 94 (2023) 1, (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van der Kleij, Sanne W.) ORCID (Burgess, Adrian P.) ORCID (Ricketts, Jessie) ORCID (Shapiro, Laura R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13862
Schlagwörter	Elementary School Students; Student Promotion; Socioeconomic Status; Secondary Education; Vocabulary Development; Reading Comprehension; School Schedules + Suchen Sie Ihr Suchwort? Support of studies; Studienförderung; Socio-economic status; Sozioökonomischer Status; Sekundarbereich; Wortschatzarbeit; Leseverstehen; Schulzeiteinteilung
Abstract	We examined the relation between socioeconomic status (SES), vocabulary, and reading in middle childhood, during the transition from primary (elementary) to secondary (high) school. Children (N = 279, 163 girls) completed assessments of everyday and curriculum-related vocabulary, (non)word reading, and reading comprehension at five timepoints from age 10 to 13. Piecewise linear mixed-effects models showed significant growth in everyday vocabulary and word reading between every time point. Curriculum vocabulary and reading comprehension showed significant growth during the school year, but not during the summer holidays. There were significant effects of SES on all measures except word reading; yet, SES differences did not widen over time. Our findings motivate targeted reading and vocabulary support for secondary school students from lower SES backgrounds. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01