Crosnoe Robert, Benner Aprile D, Davis-Kean Pamela
University of Texas at Austin.
University of Michigan.
Res Sociol Educ. 2016;19:19-47. doi: 10.1108/s1479-353920150000019003.
The goal of this study was test expectations derived from sociological and developmental perspectives that the association between phonics instruction in kindergarten classrooms and reading achievement during the first year of school in the low-income population would depend on whether children had previously attended preschool as well as the socioeconomic composition of their elementary schools.
Autoregressive modeling was applied to nationally representative data from 7,710 children from low-income families in the Early Childhood Longitudinal Study-Kindergarten Cohort, with a series of sensitivity tests to improve causal inference and explore the robustness of results.
The association between phonics instruction and achievement was strongest among children from low-income families who had not attended preschool and then enrolled in socioeconomically disadvantaged elementary schools and among children from low-income families who had attended preschool and then enrolled in socioeconomically advantaged elementary schools.
Insight into educational inequality can be gained by situating developing children within their proximate ecologies and institutional settings, especially looking to the match between children and their contexts. These findings are relevant to policy discussions of early education, instructional practices, and desegregation.
本研究的目标是检验从社会学和发展学角度得出的预期，即低收入人群中幼儿园课堂的自然拼读教学与入学第一年的阅读成绩之间的关联，将取决于儿童之前是否上过学前班以及其小学的社会经济构成。
自回归模型应用于来自幼儿纵向研究——幼儿园队列中7710名低收入家庭儿童的全国代表性数据，并进行了一系列敏感性测试，以改善因果推断并探索结果的稳健性。
自然拼读教学与成绩之间的关联在未上过学前班然后进入社会经济条件不利小学的低收入家庭儿童以及上过学前班然后进入社会经济条件有利小学的低收入家庭儿童中最为强烈。
通过将成长中的儿童置于其直接生态环境和制度环境中，尤其是关注儿童与其环境之间的匹配，可以深入了解教育不平等问题。这些发现与早期教育、教学实践和废除种族隔离的政策讨论相关。
