Social Justice in Child Literacy: How Family Socioeconomic Status Influences Children's Literacy Development

• In Event: Family Background and Children's Educational Outcomes

Abstract

This study aims to review the previous findings of family socioeconomic status and children’s reading achievement. Children’s first relationships and communication patterns typically build upon diverse experiences shared with their parents. In terms of equality in education, educators have pointed out the potential problem that children from lower SES families experience considerable disadvantages in their literacy development, especially in early childhood and elementary years. Researchers have reported a significant relationship between low family SES and students’ poor learning outcomes (Scales, Roehlkepartain, Neal, Kielsmeier, & Benson, 2006). Using the bibliometric analysis and scoping review, I will explain the trends of recent studies with a topic of social justice in children’s reading and synthesize meaningful suggestions from the previous findings.

Author

• Cheyeon Ha, Florida State University