Socioeconomic and gender group differences in early literacy skills: a multiple-group confirmatory factor analysis approach
Socioeconomic status and gender are important demographic variables that strongly relate to academic achievement. This study examined the early literacy skills differences between 4 sociodemographic groups, namely, boys ineligible for free or reduced-price lunch (FRL), girls ineligible for FRL, b...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Routledge
2015
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| Subjects: | |
| Online Access: | http://ir.unimas.my/id/eprint/10299/ http://ir.unimas.my/id/eprint/10299/1/2015SESgender_EducationResearchandEval_LeeAlOtaiba.pdf |
| _version_ | 1848836749531283456 |
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| author | Lee, Julia Ai Cheng Al Otaiba, Stephanie |
| author_facet | Lee, Julia Ai Cheng Al Otaiba, Stephanie |
| author_sort | Lee, Julia Ai Cheng |
| building | UNIMAS Institutional Repository |
| collection | Online Access |
| description | Socioeconomic status and gender are important demographic variables that strongly
relate to academic achievement. This study examined the early literacy skills
differences between 4 sociodemographic groups, namely, boys ineligible for free or
reduced-price lunch (FRL), girls ineligible for FRL, boys eligible for FRL, and girls
eligible for FRL. Data on kindergarteners (N = 462) were analysed using multiplegroup
confirmatory factory analysis. Early literacy skill differences between boys and
girls are more nuanced than previously reported; subsidy status and gender interact.
Both boys and girls from high-poverty households performed significantly lower than
the girls from low-poverty households in alphabet knowledge, phonological
awareness, and spelling. There were gender gaps, with a female advantage, among
children from high-poverty households in alphabet knowledge and spelling and
among children from low-poverty households in alphabet knowledge. These results
highlight the importance of employing methodologically sound techniques to
ascertain group differences in componential early literacy skills. |
| first_indexed | 2025-11-15T06:28:43Z |
| format | Article |
| id | unimas-10299 |
| institution | Universiti Malaysia Sarawak |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T06:28:43Z |
| publishDate | 2015 |
| publisher | Routledge |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | unimas-102992016-10-21T06:55:45Z http://ir.unimas.my/id/eprint/10299/ Socioeconomic and gender group differences in early literacy skills: a multiple-group confirmatory factor analysis approach Lee, Julia Ai Cheng Al Otaiba, Stephanie L Education (General) LB Theory and practice of education Socioeconomic status and gender are important demographic variables that strongly relate to academic achievement. This study examined the early literacy skills differences between 4 sociodemographic groups, namely, boys ineligible for free or reduced-price lunch (FRL), girls ineligible for FRL, boys eligible for FRL, and girls eligible for FRL. Data on kindergarteners (N = 462) were analysed using multiplegroup confirmatory factory analysis. Early literacy skill differences between boys and girls are more nuanced than previously reported; subsidy status and gender interact. Both boys and girls from high-poverty households performed significantly lower than the girls from low-poverty households in alphabet knowledge, phonological awareness, and spelling. There were gender gaps, with a female advantage, among children from high-poverty households in alphabet knowledge and spelling and among children from low-poverty households in alphabet knowledge. These results highlight the importance of employing methodologically sound techniques to ascertain group differences in componential early literacy skills. Routledge 2015 Article PeerReviewed text en http://ir.unimas.my/id/eprint/10299/1/2015SESgender_EducationResearchandEval_LeeAlOtaiba.pdf Lee, Julia Ai Cheng and Al Otaiba, Stephanie (2015) Socioeconomic and gender group differences in early literacy skills: a multiple-group confirmatory factor analysis approach. Educational Research and Evaluation: An International Journal on Theory and Practice, 21 (1). pp. 40-59. ISSN 1380-3611 (Print), 1744-4187 (Online) http://www.tandfonline.com/toc/nere20/current http://dx.doi.org/10.1080/13803611.2015.1010545 |
| spellingShingle | L Education (General) LB Theory and practice of education Lee, Julia Ai Cheng Al Otaiba, Stephanie Socioeconomic and gender group differences in early literacy skills: a multiple-group confirmatory factor analysis approach |
| title | Socioeconomic and gender group differences in early literacy skills: a multiple-group confirmatory factor analysis approach |
| title_full | Socioeconomic and gender group differences in early literacy skills: a multiple-group confirmatory factor analysis approach |
| title_fullStr | Socioeconomic and gender group differences in early literacy skills: a multiple-group confirmatory factor analysis approach |
| title_full_unstemmed | Socioeconomic and gender group differences in early literacy skills: a multiple-group confirmatory factor analysis approach |
| title_short | Socioeconomic and gender group differences in early literacy skills: a multiple-group confirmatory factor analysis approach |
| title_sort | socioeconomic and gender group differences in early literacy skills: a multiple-group confirmatory factor analysis approach |
| topic | L Education (General) LB Theory and practice of education |
| url | http://ir.unimas.my/id/eprint/10299/ http://ir.unimas.my/id/eprint/10299/ http://ir.unimas.my/id/eprint/10299/ http://ir.unimas.my/id/eprint/10299/1/2015SESgender_EducationResearchandEval_LeeAlOtaiba.pdf |