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 journalArticle

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

Fingerprint Dive into the research topics of 'Effects of attending preschool on adolescents’ reading literacy: evidence from the ethnic minority children in China'. Together they form a unique fingerprint.

Cite this