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Educational Review Volume 66, 2014 - Issue 4
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Articles

Why poor children are more likely to become poor readers: the early years

Jennifer BuckinghamMacquarie University Special Education Centre, Faculty of Human Sciences, Macquarie University, Ryde, Australia.Correspondence[email protected]
,
Robyn BeamanMacquarie University Special Education Centre, Faculty of Human Sciences, Macquarie University, Ryde, Australia.
&
Kevin WheldallMacquarie University Special Education Centre, Faculty of Human Sciences, Macquarie University, Ryde, Australia.
Pages 428-446 | Published online: 14 May 2013

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Kenneth Hemmerechts. (2021) The adjustment of home-based parental literacy involvement to the level of reading literacy of pupils in primary school: a quantitative formalisation and empirical test. Educational Review 73:5, pages 617-637.
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Hanna Schmidt & Kyra Hamilton. (2020) Visiting public libraries with young children: an investigation of individual and community factors among caregivers in an area of socio-economic disadvantage. Early Years 40:2, pages 237-253.
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Verónica Gubbins & Gabriel Otero. (2020) Determinants of parental involvement in primary school: evidence from Chile. Educational Review 72:2, pages 137-156.
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Sarah MacQuarrie & Fiona Lyon. (2019) A consideration of the inequalities apparent in Gaelic medium education linked to appropriate language assessment: an outline of the field and potential future directions. Educational Review 71:3, pages 350-361.
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M. W. De Witt & A. C. Lessing. (2018) The deconstruction and understanding of pre-literacy development and reading acquisition. Early Child Development and Care 188:12, pages 1843-1856.
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Laura P. McAvinue. (2018) Oral language and socioeconomic status: the Irish context. Irish Educational Studies 37:4, pages 475-503.
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Magdalena Mo Ching Mok, Jinxin Zhu & Cecilia Lai Kwan Law. (2017) Cross-lagged cross-subject bidirectional predictions among achievements in mathematics, English language and Chinese language of school children. Educational Psychology 37:10, pages 1259-1280.
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Susana Mendive, María Rosa Lissi, Roger Bakeman & Adriana Reyes. (2017) Beyond Mother Education: Maternal Practices as Predictors of Early Literacy Development in Chilean Children from Low-SES Households. Early Education and Development 28:2, pages 167-181.
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Yaoying Xu & Serra De Arment. (2017) The effects of summer school on early literacy skills of children from low-income families. Early Child Development and Care 187:1, pages 89-98.
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Kenneth Hemmerechts, Orhan Agirdag & Dimokritos Kavadias. (2017) The relationship between parental literacy involvement, socio-economic status and reading literacy. Educational Review 69:1, pages 85-101.
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Jennifer Buckingham, Robyn Beaman-Wheldall & Kevin Wheldall. (2014) Evaluation of a two-phase experimental study of a small group (“MultiLit”) reading intervention for older low-progress readers. Cogent Education 1:1.
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Chia-Hui Lin, Chien-Ju Chang & Hsi-Ping Nieh. Growth of shared book reading in the first two years and its effects on children’s development. Applied Developmental Science 0:0, pages 1-12.
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Ruth Boyask, Jayne Jackson, John Milne, Celeste Harrington & Robyn May. We enjoy doing reading together: finding potential in affective encounters with people and things for sustaining volitional reading. Language and Education 0:0, pages 1-18.
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