Composite SES indices predict phonological awareness more strongly than single SES indicators¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? SES measurement type moderated the SES-to-phonological-awareness path, with the composite SES index a stronger predictor than a single index in accuracy (β = 0.05, p = 0.033) and fluency (β = 0.05, p = 0.03) models. → Li 2021

Evidence¶

Li 2021¶

Li, J., Peng, P., Ding, N., Ma, X., & Zhao, J. (2021). How does family socioeconomic status influence children's reading ability? Evidence from meta-analytic structural equation modeling. https://www.frontiersin.org

q3 · i? · quant-synthesis · r2

OSMASEM moderation analysis restricted to the 100 articles reporting SES measurement. The omnibus moderation tests were only marginally significant; the specific SES-to-PA path moderation reached p = 0.033 and p = 0.03, explaining about 19.43% and 21.2% of heterogeneity.

"the omnibus tests with SES measurement type in the reading accuracy and reading fluency models are marginally significant (reading accuracy: χ2(5) = 10.67, p = 0.058; reading fluency: χ2(5) = 10.33, p = 0.066)"

Discussion¶

Learner Variables¶

• Phonological Awareness — outcome: instruction changes it
• Socioeconomic Status — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• Country SES moderates the linguistic-skill-to-reading paths, with stronger phonological-awareness and vocabulary associations in developed countries, but does not moderate the direct SES-reading paths — related
• Age moderates the vocabulary-to-reading paths (effects increase with age) but not the fluency model or any SES paths — related
• SES shows significant direct and indirect effects on each reading outcome separately, with larger indirect effects through vocabulary for comprehension — related
• The association between family SES and children's reading is partially mediated, statistically, in parallel by phonological awareness and vocabulary knowledge — related