Socioeconomic Differences in Reading Trajectories: The Contribution of Family, Neighborhood, and School Contexts.

By Nikki L. Aikens, O. Barbarin. 2008

807 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/2aa5e11741f4ebeb919b1cbee6d00846da9e2aef

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Citations in the corpus

Race/Ethnicity and Early Mathematics Skills: Relations Between Home, Classroom, and Mathematics Achievement (2015, background): “Children in schools with a lower concentration of minority children or with a larger concentration of high socioeconomic status (SES) students have higher test scores (Aikens & Barbarin, 2008; Ready & Silander, 2011).”
Why poor children are more likely to become poor readers: The school years (2013, background): “Recent research on the impact of socioeconomic variables on education shows more complex interactions, however (Aikens & Barbarin, 2008; Holmes-Smith, 2006; Nicoletti & Rabe, 2010).”
The magic of hope: Hope mediates the relationship between socioeconomic status and academic achievement (2018, background): “…is appropriate because, as noted previously, material resources do factor into achievement irrespective of the perception of the material resources [Aikens & Barbarin, 2008; Orr, 2003]) mediates the relationship between SES and academic achievement is important because if hope does partially…”
The Impact of Family Involvement on the Education of Children Ages 3 to 8: A Focus on Literacy and Math Achievement Outcomes and Social-Emotional Skills. (2013, background): “Another study examined whether a general measure of family involvement and school and neighborhood factors affected children’s reading trajectories (Aikens and Barbarin, 2008).”
Maternal Elaborative Reminiscing Increases Low-Income Children's Narrative Skills Relative to Dialogic Reading (2010, background): “Children from low-income families also begin school with lower levels of print skills compared to middle-income children, and these socioeconomic differences are largely due to differences in the children's home environments ( Aikens & Barbarin, 2008 ).”
Ability Self-Concepts and Subjective Value in Literacy: Joint Trajectories From Grades 1 Through 12 (2010, background): “…resources (e.g., extracurricular activities, professional services), children from low SES families often develop their reading abilities more slowly (Aikens & Barbarin, 2008; Chapman & Tunmer, 1995; Chapman et al., 2000; Evans, 2004; Whitehurst & Lonigan, 1998; Yeung, Linver, & BrooksGunn, 2002).”
School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes (2015, background): “Findings for the composition of poverty or SES at the school level have been rather consistent, with research generally indicating that students who attend schools with lower proportions of low SES children demonstrate not only higher levels of achievement but also greater growth in achievement over”