Early Literacy Research Library (ELRL) - Article

Socioeconomic Status and Children’s English Language and Literacy Outcomes: The Mediating Role of Home Literacy Environment

Jiang, Y., Lau, C., & Tan, C. Y. (2024). Socioeconomic status and children’s English language and literacy outcomes: The mediating role of home literacy environment. Early Education and Development, 35(3), 588-614.,

Access: Institutional Access

Publication year

2023

study description

Cross sectional

core topic(s)

Shared Reading

Population Characteristics

International , Lingually Diverse , Poverty/Low-Income

Exposures, Outcomes, Other

Home Language/Literacy/Learning Environment , Language and Literacy Development , Parent Behaviors and Skills , Parent-Child Relationships/Interactions

objectives

The present study examined the relation between socioeconomic status (SES) and Chinese children’s development of English as a second language, and whether the home literacy environment (HLE) was an important mediator.

exposure

Home literacy environment and Socioeconomic Status

outcomes evaluated

Socioeconomic status (SES), development of English as a second language, and home literacy environment (HLE).

setting

Hong Kong

methods

Children were assessed on phonological awareness, receptive vocabulary, expressive vocabulary, and letter knowledge. Information on HLE (i.e. shared reading, extratextual talk, direct teaching, play and media-based activities, and literacy resources) was obtained via a caregiver questionnaire.

sample size

237 children and one of their caregivers.

measures

Socioeconomic status (SES)
Development of English as a second language
  • Phonological awareness
  • Receptive vocabulary
  • Expressive vocabulary
  • Letter knowledge
Home learning environment
  • Information on HLE (i.e. shared reading, extratextual talk, direct teaching, play and media-based activities, and literacy resources)

results

Findings revealed significant SES differences in all aspects of HLE, as well as in children’s English receptive vocabulary, expressive vocabulary, and letter knowledge. HLE was differentially related to children’s English skills, suggesting the mediating effect of HLE in the relation between SES and Chinese children’s English skills.

conclusions

Findings from this study highlight the features of HLE that can best support children’s second language development. The results can also inform the design of family interventions and policies aimed at reducing educational disparities.

Related