What impact does socio-economic status have on children's reading?

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What did the researchers find out about socio-economic status and pupil reading?

The researchers found that pupils receiving free school meals (used in the study as an indicator of low socio-economic status) consistently experience barriers, both self-imposed and external, which influence their reading. These include:

attitudes towards reading – pupils held generally negative attitudes towards reading;
reading enjoyment – pupils, especially boys stated that they do not enjoy reading at all and never or almost never read outside school;
reading confidence – pupils were less confident readers than their peers;
access to educational materials (books, computers, magazines) – pupils had more limited access to educational materials and had fewer books at home than their peers; and
parental influence – pupils reported that their parents read at home less and received less encouragement to read, especially from their fathers.

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What did the researchers find out about socio-economic status and pupil reading? What role does the home and family play in children’s reading? What impact does gender have on children’s reading? In what way does socio-economic status influence children’s reading? What were the aims and design of the study? What are the implications of the study for practitioners? Where can I find out more? Send us your feedback Collated digests To find out more about collated digests click here Get Word Reader What impact does socio-economic status have on children's reading? This digest found in English Send to a friend Word doc 60KB Printer friendly Collate for later What did the researchers find out about socio-economic status and pupil reading? The researchers found that pupils receiving free school meals (used in the study as an indicator of low socio-economic status) consistently experience barriers, both self-imposed and external, which influence their reading. These include: attitudes towards reading – pupils held generally negative attitudes towards reading; reading enjoyment – pupils, especially boys stated that they do not enjoy reading at all and never or almost never read outside school; reading confidence – pupils were less confident readers than their peers; access to educational materials (books, computers, magazines) – pupils had more limited access to educational materials and had fewer books at home than their peers; and parental influence – pupils reported that their parents read at home less and received less encouragement to read, especially from their fathers.