Date of Award
5-8-2020
Degree Type
Thesis
Degree Name
Master of Arts (MA)
Department
Psychology
First Advisor
Chris Henrich
Second Advisor
Rose Sevcik
Third Advisor
Seyda Ozcaliskan
Abstract
This study examined the relationship between mothers’ family background (i.e., human, financial, and social capital) on young children’s literacy and educational outcomes over time for ages 3-9. Main effect results indicated that financial capital and human capital were consistent predictors of literacy and educational outcomes over time. There were also interaction effects of material hardship and human capital, poverty and human capital, as well as the number of books in the home and human capital were significant interactions of teacher literacy evaluations at age 5. Additionally, the number of books in the home and human capital was a significant interaction for L & L skills at age 9. Results suggest that certain components of family background play a crucial role in the literacy and educational outcomes of at-risk children.
DOI
https://doi.org/10.57709/17494652
Recommended Citation
Moodie, Chelsea V., "The Role of Family Background in Reading Comprehension, Vocabulary, and Teachers? Evaluations." Thesis, Georgia State University, 2020.
doi: https://doi.org/10.57709/17494652
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