Abstract
Many studies have shown that family socioeconomic status (SES) influences the development of children’s reading ability; however, the mechanisms underlying this effect remain unclear. This study used meta-analytic structural equation modeling (MASEM) analysis to examine the mediating role of children’s linguistic skills (phonological awareness and vocabulary knowledge) in the relationships between SES and reading (accuracy, fluency, and comprehension), as well as potential moderators including age, country SES, SES measurement type, and writing system based on 85,102 individuals from 471 independent studies. The results indicated that (1) the relations between SES and reading were partially mediated by phonological awareness and vocabulary knowledge and (2) although age, country SES, SES measurement type, and writing system did not moderate the direct associations between SES and reading abilities, the moderation effects of age, country SES, SES measurement type, and writing system could manifest through the linguistic mediation pathway: older age, higher country SES, composite SES index, and alphabetic languages might induce a larger indirect impact from SES to reading ability. These results suggested that SES exerted both direct and indirect effects on reading via linguistic skills. Such a linguistic mediation mechanism may be moderated by age, country SES, SES measurement type, and writing system. Our findings have important implications for understanding the role of SES in reading development.
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References
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Funding
The study was funded by the National Natural Science Foundation of China (61807023), the Humanities and Social Sciences Research of the Ministry of Education of China (23XJC740010 and 17XJC190010), the Natural Science Basic Research Program of Shaanxi Province (2018JQ8015 and 2023-JC-YB-703), and the Fundamental Research Funds for the Central Universities (CN) (GK201702011) to JZ.
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JZ conceived the presented idea. XM supervised the meta-analyses. JL conducted the article searching, selecting, and coding. XM and ND recoded 50% of the literature. JL and XM carried out the meta-analyses. PP and JZ verified the analytical methods and supervised the findings of this work. JL, PP, XM, and JZ wrote the manuscript. All authors reviewed and approved the manuscript.
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This study reveals the complex linguistic mechanisms in the relationship between family socioeconomic status (SES) and children’s reading ability. Results suggest that SES could directly affect children’s reading ability and also could exert indirect impacts on reading ability through children’s phonological awareness and vocabulary knowledge. This linguistic mediation mechanism was moderated by age, country SES, SES measurement type, and writing system. These findings have important implications for understanding the role of SES in reading development.
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Li, J., Peng, P., Ma, X. et al. How Does Family Socioeconomic Status Influence Children’s Reading Ability? Evidence from Meta-analytic Structural Equation Modeling. Educ Psychol Rev 35, 119 (2023). https://doi.org/10.1007/s10648-023-09834-1
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DOI: https://doi.org/10.1007/s10648-023-09834-1