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Low Socioeconomic Status and Literacy

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    Are adolescents a creation of socioeconomic situations, in regards to previous contextual information and socioeconomic situation? Yes, earlier studies have stated that socioeconomic standing limits adolescent literacy capability and has an impact in their success on test across the curriculum. Research has demonstrated that socioeconomic standing is a reason for below average literacy assessment results across the curriculum. Low socioeconomic standing affects in what way, when, and what literacy means are readily accessible to adolescents. This detailed research will determine how socioeconomic standing impacts success in literacy assessments, address particular factors as to why, and offer answers by what method to insure future advancements are made to encourage success among all youths’ reading literacy assessments. Literacy assessment results of young people from households with low socioeconomic positions are obstructed significantly by causes such as the accessibility of scholastic based means in the home, parental information proficiency, and the population of their peers with similar situations in the same community; however, with improvements to these components there would be substantial advances to adolescent literacy success across the curriculum. With this in mind, low socioeconomic position often influences the availability and access to properties that enhance literacy across programs of study.

    The availability and quantity of literacy means in the home is a contributing factor in overall literacy ability. Preceding studies have shown that the quality of literacy tools available to adolescents were a contributing factor to high literacy ability. Increasing means available to adolescents with low socioeconomic position will increase literacy ability among adolescents in low socioeconomic standing households (Neumann, 2016, p.556-560). There is a mirage of tools available to improve literacy practices in the home. The use of Alphabet resources for younger adolescents will improve letter recognition and provide a solid base for early learners. Resources such as letter board puzzles, light up alphabets, and various games all aid in improving letter and sound recognition. Research has shown that greater socioeconomic standing households possess a greater volume of literacy properties and a higher worth as well. In a study led on the effects of race and socioeconomic position on academia, it was asserted that adolescents from advanced socioeconomic circumstances possess an increased exposure to resources that promote literacy in the form of experiences. Exposure to various opportunities such as field trips, museum visits, and experiences of that nature improve literacy among adolescents from a higher income household. The lack of experience and exposure leaves students from low socioeconomic standing households depending upon literacy development to obtain success (Dotson, et al., 2009, p.581) The accessibility to a quality amount of literary means in the home is largely dependent upon the environment created for literacy enhancement.

    The availability of literacy assets is principally dependent upon a number of reasons. One underwriting influence in overall literacy capability is the setting formed for literacy. The atmosphere includes, but is not restricted to, the quantity of time devoted to reading, parental expectations, the period set aside for academic connected assignments and practices, and the importance placed on reading during summer and holiday breaks. Previous research on the topic of low socioeconomic position and the home setting revealed that households with a greater parental education background and greater socioeconomic position remained more likely to perform at a higher rate in regards to literacy and possess a greater quality of resources in the home (Neumann, 2016, p.556-560). With this in mind, there are a number of practices that may be adopted to improve knowledge based learning at home.

    To assist with shortening the gap that exists between high and low socioeconomic households, certain practices should be adapted to improve knowledge-based learning with in the home. Parents who may not have the tools and necessary means should be equipped with various print tools. Schools and local community outreach programs in the areas should implement programs on how to practice letter and sound recognition, handwriting practices for younger adolescents, and engaging literature for parents to set in to motion their own literacy practices. The community should encourage story time in the home and provide families with quality books. Family game nights should be used as a tool to enhance literacy through various educational games and puzzles that may be of interest. By and large, improving the quality of tools available in the home is a vital step into transforming low socioeconomic households’ literacy practices, yet the amount of time dedicated to literacy development and parental involvement and prospects set are an even more vital component in the improvement of adolescents’ overall success across the curriculum. Consequently, the quality of literary possessions in the home varies and is a direct result of the opportunities set by the parental unit and their own literacy ability.

    The parental outlook on literacy and the extent to which the unit is involved in the literacy practices of adolescents within the household, is an incredible indicator as to the rate of success on assessments. The atmosphere created in the home influences the overall academic culture of that particular household. The home atmosphere is very critical to how adolescents utilize their time after-school. The manner in which these adolescents spend their time while not in a formal setting is significant if it varies from adolescents from a higher socioeconomic standing. A study was conducted on the effects of the parental unit’s outlooks and aspirations for their children. It found that socioeconomic position had less of an impact on literacy when parents who exercised practices of encouraging their adolescent’s academic skills and achievements. The study also uncovered that parents who held higher aspirations and opportunities for their children fostered greater work habits and independent practice (Buckingham, J., et al, 2013, p. 194). As shown above, the hopes of the parental unit greatly affect and influence the overall accomplishment and outlooks in the household. The impact of that expectation is even more largely related to the literacy ability level of the parental unit to establish the role as guide in the home.

    The literacy ability of the low socioeconomic position parental unit of adolescents influences achievement anticipations in the home. The impact is evident in the level of parental involvement in terms of assignments labeled as homework, and the parent’s willingness or ability to assist in the assignment. Parental involvement with homework in low socioeconomic position households was researched in a study and it was found that family literacy was enhanced greatly and was deemed “meaningful” with the added component of parental involvement (Fox, 2016, p.216-230). In order for this scenario to work, the parent should act as a guide in facilitating homework practices. This involvement is not necessarily instructing, but creating an atmosphere conducive for learning. This may be done by improving the setting in ways that eliminate interruptions and allows the parent to act as facilitator. Tools should be provided to parents on how to actively be engaged in the homework process, rather than performing the homeworking.

    In certain scenarios in households of low socioeconomic position, homework could be viewed as difficult past a certain grade/ability level. In one study conducted on six families identified with low socioeconomic rank, the ability to assist with assignments became increasingly challenging as the students progressed. The families believed that the assignments assigned for home were fostering a positive outlook on academics; however, found that for older adolescents in high school, the majority of the assignments proved difficult for the parents. The results were not exclusive to parents of older adolescents, but were a commonality among parents with adolescents in various grade levels. One parent in the study expressed that the student’s ability level surpassed that of the parent and as a result prohibited additional parental assistance. The parents in the study expressed the need for additional means to be able to understand the work in which the older adolescents were assigned (Fox, 2016, p. 226-227). Once again, the literacy ability of the parental unit affects the extent to the amount of extra practice adolescents from low socioeconomic rank receive. In spite of the parental unit’s literacy ability, involvement, and expectations, more than often low socioeconomic community schools lack the resources to compete at the level of greater socioeconomic prestige community schools.

    The demographics of school populations with low socioeconomic position affect literary assessment results. The location and economic means of the community affects literacy across curriculum in populations with low socioeconomic standing. Areas disproportionally affected by income constraints are often impacted by lack of capital and means. All too often a socioeconomic segregation occurs which impacts the amount of resources available due to income constraints associated with living in lower income areas (Fox, 2016, p.222). This constraint also affects the tools available to educators. The relationship amongst socioeconomic indicators and adolescent’s academic success is widely associated with the area in which adolescents live. Factors such as salary and profession of the parents directly affect the academic success of adolescents of low socioeconomic position. Still, the links amid socioeconomic standing factors and assessments results give suggestions on ability and home environment are directly affected by societies (D’Angiulli, Siegel, and Hertzman, 2010, p.868-870) All things considered, the demographics of school populations with low economic statuses is just one factor in the larger scheme of dynamics contributing to literacy assessment results.

    Adolescents of low socioeconomic families have lower attendance rates also a greater occurrence of continuing nonattendance placing the group at advanced jeopardy for not showing growth in reading. In a study conducted in a low socioeconomic rank community in Australia, it was discovered that adolescents from this particular background displayed suggestively greater absence rates in comparison to their peers in higher socioeconomic standings school years. The data was used to predict literacy success across with the curriculum. The investigation found that schools with the lowest socioeconomic position was associated with a greater amount of unwarranted absences at a rate of three times greater than academic institutions of higher socioeconomic rank. The study also indicated that adolescents in that particular area were five times more likely to be chronically absent (Buckingham et al. 199). Indeed, although they continue to achieve at lower absolute levels, socioeconomically underprivileged adolescents with consistent attendance records advance their literacy skills at a more consistent rate than adolescents with a higher socioeconomic rank.

    In conclusion, the quantity and usage of literary tools in the home is an influencing factor in literacy ability. Providing resources such as puzzles, letter recognition games, and implementing story time are all ways to improve literacy. Providing low socioeconomic standing populations with these resources and accessibility to a larger quantity of literacy means in the home will insure future success and growth in literacy ability. Providing opportunities and exposure to various educational experiences such as cultural expos, career expos, museum visits, and field trips of that nature has been proven to attribute to literacy success in students from higher socioeconomic backgrounds. Incorporating these experiences or investing in these experiences for students from lesser income populations will give an additional component to succeed academically and correspond with literacy development. The lack of experience and exposure leaves students from low socioeconomic position households depending solely upon literacy development to increase literacy development and results. The literacy ability of the parental unit influences achievement hopes in the home. Establishing a routine and literacy practices in the home has proven to be successful in promoting literacy across the curriculum in adolescents with low socioeconomic prominence. In addition to establishing these routines, it is important to realize the effects of community demographics on the overall scope of literacy assessment success. The demographics of school populations with low socioeconomic standings affect literacy assessment results. As referenced in, Schooling, Socioeconomic Context and Literacy Development, D’Angiulli, Sigel, and Hertzman have found that the association between socioeconomic indicators and children’s academic achievement is a by-product of the context in which children live. (D’Angiuli,.et al, 2004, p.868). In conclusion, establishing the aforementioned practices would greatly benefit and enhance literacy success in adolescents of low socioeconomic status.

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