社会经济地位对儿童阅读能力的影响：家庭学习环境的中介作用和年级水平的调节作用。
Influence of socioeconomic status on children's reading abilities: the mediating role of home learning environment and the moderating role of grade level.
作者信息
Li Yageng, Gao Minqi, Yu Yingqi, Zhang Siqi, Yang Xiujie
机构信息
Research Institute of Economics and Management, Southwestern University of Finance and Economics, Chengdu, 611130, China.
Faculty of Psychology, Beijing Normal University, Beijing, 100875, China.
出版信息
BMC Psychol. 2025 Jul 29;13(1):848. doi: 10.1186/s40359-025-03203-z.
Family socioeconomic status (SES) has been shown to be associated with children's academic abilities. However, how SES influences children's reading abilities across grades still warrants investigation. This study recruited 1st - through 6th -grade children (N = 1,534) and examined the role of Home Learning Environment in the relationship between SES and reading abilities. The results revealed that the number of books at home and the reading initiation age mediated the impact of SES on children's reading abilities, whereas family teaching activities did not have the expected mediating effect. Grade level moderated the influence of SES and reading initiation age on reading; that is, as grade level increased, earlier reading initiation age and higher family SES contributed more to children's reading performance. These findings illustrate how SES affects children's reading through Home Learning Environment across grades, which offers practical insights for guiding family activities in promoting children's reading capacity.
家庭社会经济地位（SES）已被证明与儿童的学业能力有关。然而，SES如何在各年级影响儿童的阅读能力仍有待研究。本研究招募了一至六年级的儿童（N = 1534），并考察了家庭学习环境在SES与阅读能力关系中的作用。结果显示，家中藏书数量和阅读起始年龄介导了SES对儿童阅读能力的影响，而家庭教学活动并未产生预期的中介作用。年级水平调节了SES和阅读起始年龄对阅读的影响；也就是说，随着年级水平的提高，更早的阅读起始年龄和更高的家庭SES对儿童的阅读成绩贡献更大。这些发现说明了SES如何通过家庭学习环境在各年级影响儿童的阅读，这为指导家庭活动以提高儿童阅读能力提供了实用的见解。
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