SES longitudinally predicts later reading (r = 0.24), and phonological awareness and vocabulary jointly explain about 45% of that association¶

Claim · All claims
Evidence · 1 study (3 entries) · quant-synthesis r2 · q3 · i1–i2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i2 SES significantly predicted later reading performance, overall r = 0.24, 95% CI [0.20, 0.28]. → Li 2023 q3 i1 After partialing out both phonological awareness and vocabulary knowledge, the SES-later-reading correlation dropped to r = 0.15, with the two skills jointly explaining about 45.11% of the variance. → Li 2023 (2) q3 i? No moderator (age at Time 1, time interval, writing system, country SES, SES measurement) affected the partialled longitudinal SES-reading relation. → Li 2023 (3)

Evidence¶

Li 2023¶

Li, J., Peng, P., Ma, X., Ding, N., & Zhao, J. (2023). How does family socioeconomic status influence children's reading ability? Evidence from meta-analytic structural equation modeling. Educational Psychology Review, 35(4), 119. doi:10.1007/s10648-023-09834-1 (read from the PsyArXiv preprint, doi:10.31234/osf.io/7yv6r)

q3 · i2 · quant-synthesis · r2

ROBUMETA synthesis of 27 longitudinal articles (29 independent samples, 114 effect sizes), children aged 3 to 9 at Time 1 with most predictions within a 2-year interval. The pooled correlation r = 0.24 is the printed effect size.

"Results indicated that SES significantly predicted later reading performance and the overall correlation was r = 0.24, 95% CI [0.20, 0.28]"

Li 2023 (2)¶

q3 · i1 · quant-synthesis · r?

ROBUMETA synthesis of 13 longitudinal articles (87 effect sizes) partialing out both linguistic skills. The partialled correlation "r = 0.15" is the printed effect size, with the two skills jointly explaining about 45.11% of the SES-reading variance.

"After partialing out phonological awareness, the correlation between SES and later reading was r = 0.15, 95% CI [0.08, 0.22]. Taken together, phonological awareness and vocabulary knowledge explained about 45.11% of the variance in the relationship between SES and later reading"

Li 2023 (3)¶

q3 · i? · quant-synthesis · r2

Metaregression (ROBUMETA) of the partialled longitudinal SES-reading relation with age at Time 1, time interval, writing system, country SES and SES measurement entered simultaneously; no moderator was significant (Table S16).

"we did not find any moderator to affect this relation. This result is also consistent with the results of our model-based moderation from concurrent datasets, revealing that the direct impact from SES to reading is stable both currently and longitudinally"

Discussion¶

Learner Variables¶

Phonological Awareness — predictor: learners who differ on it differ in outcomes
Vocabulary — predictor: learners who differ on it differ in outcomes

Page metadata

Field	Value
`type`	`claim`
`id`	`longitudinal-ses-predicts-reading-linguistic-skills-explain-variance`
`title`	`SES longitudinally predicts later reading (r = 0.24), and phonological awareness and vocabulary jointly explain about 45% of that association`
`description`	`SES longitudinally predicts later reading (r = 0.24), and phonological awareness and vocabulary jointly explain about 45% of that association`
`status`	`review`
`evidence_strength`	`strong`
`newest_evidence`	`2023`
`generated`	by `process:wiki-ingest` on `2026-10-19`
`trust`	unverified — no one has confirmed this page's content
`sources`	3 — `li-2023`, `li-2023-2`, `li-2023-3`

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