Socioeconomic differences in reading trajectories: The contribution of family, neighborhood, and school contexts.

In the present study, the authors use the Early Childhood Longitudinal Study, Kindergarten Cohort of 1998-1999, to examine the extent to which family, school, and neighborhood factors account for the impact of socioeconomic status (SES) on children's early reading. Through the use of hierarchical linear modeling techniques, growth curve models were estimated to depict children's reading trajectories from kindergarten to 3rd grade. Family characteristics made the largest contribution to the prediction of initial kindergarten reading disparities. This included home literacy environment, parental involvement in school, and parental role strain. However, school and neighborhood conditions contributed more than…