An Investigation Into Asian Immigrant Children’s Early Literacy Development Using Multilevel Structural Equation Modeling

• In Event: Roundtable Session 19
  In Roundtable Session: Research on the Education of Asian and Pacific Americans: Roundtable Session on Immigrant Education

Abstract

This study investigates the impact of family SES and parental involvement in home reading on 1.5 generation Asian immigrant children’s early literacy development using multilevel structural equation modeling. Data were drawn on four waves of reading tests from ECLS-K of 1998-1999 from kindergarten to third grade. Our analysis shows that family SES played a significant role in shaping children’s reading readiness and development over time. Children from high-SES families had significantly higher reading proficiency upon entry into schools and grew at a faster rate over time than their low-SES counterparts. Parents’ dedication to children’s home literacy education was positively correlated with their reading achievement. But parental involvement in home reading did not have interaction effect with children’s socioeconomic backgrounds.

Authors

• Lihong Yang, Michigan State University

• Guofang Li, Michigan State University

• Mingcai Zhang, Michigan State University