Children and Adolescents From Poverty and Reading Development: A Research Review

  title={Children and Adolescents From Poverty and Reading Development: A Research Review},
  author={Alpana Bhattacharya},
  journal={Reading \& Writing Quarterly},
  pages={115 - 139}
This article reviews the relationship between poverty and reading achievement in America's schools. It then discusses how to advance the reading proficiencies of students from economically impoverished homes. It gives particular emphasis to school–home partnerships and sociocultural literacy practices. 

Reading achievement in a large urban school district : an analysis of the effects of four reading programs on the reading growth of four reading ability groups.

v LIST OF TABLES vi LIST OF FIGURES vii CHAPTER I: INTRODUCTION 1 National Adolescent Literacy Data 2 Schools and Adolescent Literacy Underachievement 2 Reading Programs and Reading Motivation

Turning the tide on illiteracy: a search for early childhood language stimulation among Free State pre-schoolers

One of the most significant educational accomplishments in a literate society is learning to read and write. Social-constructivist theorists emphasise the mediating role of language in the process of

Building a Pedagogy of Engagement for Students in Poverty

The only surefire way to eliminate the achievement gap is to eradicate poverty. Since that's not going to happen anytime soon, educators can still take many research-proven steps to foster equality

Developing the literacy skills of children from areas of economic disadvantage

This piece of work consists of three papers. The first paper is a systematic review of literature investigating the effectiveness of preschool, classroombased literacy interventions used with

Unpacking socio‐economic risks for reading and academic self‐concept in primary school: Differential effects and the role of the preschool home learning environment

Although the impacts of early socio-economic risks are larger and more easily observed upon reading than upon academic self-concept, they can impact both by making it less likely that children will experience enriching home learning environments during the preschool period.

Home Literacy Environments and Foundational Literacy Skills for Struggling and Nonstruggling Readers in Rural Early Elementary Schools

Factors such as weak early literacy skills and living in poverty may put young students at risk for reading disabilities. While home literacy activities and access to literacy materials have been

Supporting reading-literacy : a Grade 6 pilot study

The study suggests that a conducive literacy environment, including access to texts, knowing what to do with texts, and opportunities to understand and reflect on text, has the potential to achieve literacy gains for even seriously compromised learners.

The Effectiveness of Independent Reading and Self-Selected Texts on Adolescent Reading Comprehension: A Quantitative Study

This study compared/contrasted the effectiveness of incorporating an independent reading program into the 8 th grade English curriculum to that of a more traditional English curriculum and sought to determine its influence upon adolescent reading achievement.

The Impact of Socioeconomic Status on Second Grade Reading Levels

The purpose of this study is to examine if low SES students respond differently to Tier I and Tier II interventions than Non-Low SES students. The study also seeks to determine the effect Tier I and



Home‐School Partnerships in Literacy Education: From Rhetoric to Reality

Research indicates that parental involvement in schooling, particularly in the early years, can have strongly positive effects on children's academic success. But how can teachers reach out

Invitations to Families in an Early Literacy Support Program

Teachers know that when families are involved meaningfully in schools, students perform better in academic, behavioral, and emotional domains. This article describes a project designed to enhance the

Windows, Bridges and Mirrors: Building Culturally Responsive Early Childhood Classrooms through the Integration of Literacy and the Arts

This article investigates how instructors can utilize the integration of early literacy skills and the arts to cultivate the appreciation and celebration of cultures in early childhood classrooms.

Effects of Poverty on Mathematics and Reading Achievement of Young Adolescents

The mother/child data set of the National Longitudinal Survey of Youth was used to test a mediation model of the effects of poverty on the mathematics and reading achievement of 1,324 young

Relationship Between Home Literacy Environment and Reading Achievement in Children with Reading Disabilities

The results indicated that children's home literacy activities were not significantly related to any of their academic abilities, whereas parents' home Literacy activities were significantlyrelated to children's passage comprehension and spelling scores.

Socioeconomic disadvantage and child development.

  • V. Mcloyd
  • Psychology
    The American psychologist
  • 1998
The link between socioeconomic disadvantage and children's socioemotional functioning appears to be mediated partly by harsh, inconsistent parenting and elevated exposure to acute and chronic stressors.

Social-Demographic, School, Neighborhood, and Parenting Influences on the Academic Achievement of Latino Young Adolescents

Using data from a national sample of 388 Latino young adolescents, this study identified the social-demographic characteristics, influences in the broader social environment, and parenting practices

Family Involvement in School and Low-Income Children's Literacy: Longitudinal Associations between and within Families.

Longitudinal data from kindergarten to 5th grade on both family involvement in school and children's literacy performance were examined for an ethnically diverse, low-income sample (N = 281). Within


“Literacy is at the heart of world development and human rights,” writes Federico Mayor in the opening line of his foreword to Literacy: An International Handbook.’ Although this quote comes from

The Timing of the Influences of Cumulative Poverty on Children's Cognitive Ability and Achievement

  • G. Guo
  • Psychology, Economics
  • 1998
Is childhood such a critical period that, by the end of this period, cumulative poverty would have exerted maximum effect on children's cognitive outcomes? Or are cognitive outcomes more a function