Abstract
Guided by the family investment model, family process model, and componential model of reading, this study examined underlying mechanisms linking family socioeconomic status (SES) to reading comprehension. Participants were 682 Chinese third graders (Wave1, Mage= 9.31 years, 338 girls) randomly recruited, and they were followed up after 1 year. Structural equation modeling revealed that higher parents’ education was related to more books in the home and higher levels of positive family relationship, which was associated with better language skills directly or indirectly through stronger reading interest—better language skills ultimately linked to better reading comprehension. No significant indirect pathways were found from family income to reading comprehension. The mediating pathways were similar for children with different parental migration statuses. Copyright © 2025 The Author(s).
| Original language | English |
|---|---|
| Pages (from-to) | 29-54 |
| Journal | Journal of Literacy Research |
| Volume | 57 |
| Issue number | 1 |
| Early online date | Feb 2025 |
| DOIs | |
| Publication status | Published - Mar 2025 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education -
SDG 15 Life on Land
Keywords
- SES
- Children’s books
- Positive family relationship
- Reading interest
- Language skills
- Reading comprehension
- PG student publication
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