Search results for: Benson James
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Family, Neighborhood, and School Settings Across Seasons: When Do Socioeconomic Context and Racial Composition Matter for the Reading Achievement Growth of Young Children?
This quantitative study employs a seasonal perspective to assess the degree to which neighborhood and school contexts affect the reading achievement growth of young children. The authors found that neighborhood social context mattered substantially for students’ reading achievement levels at school entry and for their reading achievement growth during the summer.The authors recommend that policy makers attend to the quality of neighborhood and school settings as a means of promoting literacy development for young children.
Updated: Jun. 01, 2010