Effects of attending preschool on adolescents’ reading literacy: evidence from the ethnic minority children in China

Ling Li, Xu Chen, Dandan Wu*, Hui Li

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    2 Citations (Scopus)

    Abstract

    This study aims to investigate the long-term effects of attending preschool on Chinese reading literacy in the ethnic minority Zhuang adolescents. Altogether 457 Zhuang students (Nfemale = 250, Mage = 13.81, SD = 0.86) were randomly sampled, surveyed, and tested with the PISA Reading Literacy (Chinese). The OLS, PSM, and regression analyses results jointly indicated that: (1) Chinese reading literacy varied over different levels of extracurricular reading, parental educational expectation (PEE), and preschool attendance; (2) family income, extracurricular reading, parental expectations of academic achievement and educational levels, and self-education expectations were found the significant predictors of reading literacy; and (3) after controlling for the confounding factors, preschool attendance did not predict any variation in Chinese reading literacy. The implications for policymaking and educational development for ethnic children are also discussed.

    Original languageEnglish
    Article number105211
    Pages (from-to)1-8
    Number of pages8
    JournalChildren and Youth Services Review
    Volume116
    DOIs
    Publication statusPublished - Sep 2020

    Keywords

    • preschool attendance
    • ethnic minorities
    • Zhuang children
    • reading ability
    • China

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