Alexandria Crampton|James Hall
Unpacking socio?economic risks for reading and academic self?concept in primary school: Differential effects and the role of the preschool home learning environment
University of Oxford|University of Exeter
uncertainty remains concerning childrens reading academic selfconcept related differentially affected social disadvantage home learning environmentsto contrast impacts early socioeconomic risks preschool home learning environments upon british childrens reading abilities academic selfconcept 7 10 yearsn 3172 british children aged 310 years familiesa secondary analysis nationally representative uk eppe database multilevel structural equation modelling calculated direct indirect total impacts early socioeconomic risks 03 years preschool home learning environments 35 years upon childrens reading ability academic selfconcept 7 10 yearsearly socioeconomic risk different effects upon childrens reading ability academic selfconcept early socioeconomic risks affected childrens reading ages 7 10 directly indirectly via effects upon preschool home learning environments contrast early socioeconomic risks indirect effects upon childrens academic selfconcept via less stimulating home learning environments preschool period limiting reading abilities early primary schoolalthough impacts early socioeconomic risks larger easily observed upon reading upon academic selfconcept impact making less likely children experience enriching home learning environments preschool period implications social policymakers early educators interventionists intervening early improving preschool home learning environments raise childrens reading abilities secondary benefits may also achievable upon childrens selfconcept