What is it about?
In this longitudinal study we tracked the development of vocabulary and reading comprehension of 500 children for 3 years (grades 1 through 3). We found that socio-economic status affects the development of these literacy skills beyond the initial status of vocabulary and reading comprehension. Non-verbal abilities and absenteeism partially explained this relation.
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Why is it important?
To improve literacy skills of children from severe poverty, schools need to strengthen its collaboration with the families.
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This page is a summary of: Socioeconomic background, nonverbal IQ and school absence affects the development of vocabulary and reading comprehension in children living in severe poverty, Developmental Science, June 2019, Wiley,
DOI: 10.1111/desc.12858.
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