Journal of the Korean Home Economics Association 2005;43(10):39-53.
가족의 사회경제적 지위가 유아의 읽기 능력에 미치는 직,간접적 영향 연구
Direct and Indirect Impact of Family Socioeconomic Status on Children's Reading Skills at Kindergarten Entry
Seung-Hee Son
Early Childhood Education, School of Education, University of Michigan
ABSTRACT
The present study tested a multivariate model of direct and indirect influences of family Socioeconomic Status (SES) on children's early reading skills at kindergarten entry. The data used here are from one of the largest national databases in the USA, the Early Childhood Longitudinal Study-Kindergarten cohort (ECLS-K). Utilizing structural equation modeling, the results revealed that a number of factors within parental characteristics, home practices, and SES come together to influence children's early reading skills. SES operated primarily indirectly through home literacy activities and also directly in influencing reading. In addition, parental beliefs about kindergarten readiness mediated the relation between SES and home literacy activities. Thus, SES influenced early reading directly and indirectly, through home literacy activities, and simultaneously, through parental beliefs, which in turn, were associated with home literacy activities that were directly associated with children's reading. The findings emphasized the multiple pathways through which SES is associated with children's reading and the need to search for other mediators of SES influence.
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