Socioeconomic status (SES) has been shown to predict children’s literacy skills in their first language (L1). However, it is less known about its influence on reading in a second language (L2). We investigated the different effect of SES on reading of Chinese (L1) and English (L2) among 293 Chinese children at ages 7-11. After SES had significant contribution to subsequent English word reading but not Chinese character reading with a number of reading correlates at age 5 statistically controlled. Mediation analyses suggested that SES had only indirect effects on Chinese character reading while it both directly and indirectly contributed to English word reading. Implications for education in L2 reading were discussed. Copyright © 2020 ARWA.
|Publication status||Published - Sept 2020|
|Event||The 4th Annual Conference for the Association for Reading and Writing in Asia - |
Duration: 24 Sept 2020 → 25 Sept 2020
|Conference||The 4th Annual Conference for the Association for Reading and Writing in Asia|
|Abbreviated title||ARWA 2020|
|Period||24/09/20 → 25/09/20|
CitationPan, J., McBride, C., & Shu, H. (2020, September). The influence of socioeconomic status on Chinese children’s first and second language reading development [Zoom]. Poster presented at the 4th Annual Conference for the Association for Reading and Writing in Asia (ARWA 2020), Beijing, China.
- Second language