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Inequality and the home learning environment : predictions about seven-year-olds’ language and literacy

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Hartas, Dimitra, 1966-. (2012) Inequality and the home learning environment : predictions about seven-year-olds’ language and literacy. British Educational Research Journal, Volume 38 (Number 5). pp. 859-879. ISSN 0141-1926

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Abstract

Using a UK representative sample from the Millennium Cohort Study, the present study examined the unique and cumulative contribution of children’s characteristics and attitudes to school, home learning environment and family’s socio-economic background to children’s language and literacy at the end of Key Stage 1 (age seven-years-old). Consistently with previous studies, the findings showed that family’s socio-economic background made a substantive contribution to teacher-rated language and literacy. Moreover, children’s characteristics and attitudes to school as well as certain aspects of the home learning environment explained a significant amount of variance in language and literacy. Homework support and book reading, however, were not found to associate with children’s language and literacy outcomes, despite a high percentage of parents being involved with home learning support routinely. These findings are likely to contribute to debates regarding the role of home learning in reducing underachievement, drawing important implications for family policy.

Item Type: Journal Article
Subjects: L Education > LB Theory and practice of education
Divisions: Faculty of Social Sciences > Institute of Education
Library of Congress Subject Headings (LCSH): Education -- Parent participation -- Great Britain, Academic achievement, Education -- Social aspects -- Great Britain, Education -- Economic aspects -- Great Britain, Literacy -- Research
Journal or Publication Title: British Educational Research Journal
Publisher: Routledge
ISSN: 0141-1926
Date: October 2012
Volume: Volume 38
Number: Number 5
Page Range: pp. 859-879
Identification Number: 10.1080/01411926.2011.588315
Status: Peer Reviewed
Publication Status: Published
Access rights to Published version: Restricted or Subscription Access
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URI: http://wrap.warwick.ac.uk/id/eprint/37573

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