Family socioeconomic status and children's reading fluency: the chain mediating role of family reading environment and children's living and learning styles

HU Wen-Xin; ZHANG Lei; WANG Cai; WANG Zi-Yue; XU Jia-Min; WANG Jing-Yu; ZHOU Jia; WANG Wen-Min; YAO Meng-Meng; CHI Xia

doi:10.7499/j.issn.1008-8830.2408084

PDF(624 KB)

Chinese Journal of Contemporary Pediatrics ›› 2025, Vol. 27 ›› Issue (4) : 451-457. DOI: 10.7499/j.issn.1008-8830.2408084

CLINICAL RESEARCH

Family socioeconomic status and children's reading fluency: the chain mediating role of family reading environment and children's living and learning styles

HU Wen-Xin, ZHANG Lei, WANG Cai, WANG Zi-Yue, XU Jia-Min, WANG Jing-Yu, ZHOU Jia, WANG Wen-Min, YAO Meng-Meng, CHI Xia

Author information +

History +

Abstract

Objective To study the impact of family socioeconomic status on children's reading fluency and the chain mediation effect of family reading environment and children's living and learning styles in this relationship. Methods A total of 473 children from grades 2 to 6 in two primary schools in Nanjing were selected through stratified random sampling. The children's reading fluency was assessed, and a questionnaire was used to collect information on family socioeconomic status, family reading environment, and children's living and learning styles. The mediation model was established using the Process macro in SPSS, and the Bootstrap method was employed to test the significance of the mediation effects. Results Family socioeconomic status, family reading environment, and children's living and learning styles were significantly positively correlated with reading fluency (P<0.001). The family reading environment and children's living and learning styles mediated the relationship between family socioeconomic status and children's reading fluency. Specifically, the independent mediation effect of family reading environment accounted for 11.02% of the total effect, while the independent mediation effect of children's living and learning styles accounted for 10.79%. The chain mediation effect of family reading environment and children's living and learning styles accounted for 7.41% of the total effect. Conclusions Family socioeconomic status can affect children's reading fluency through three pathways: family reading environment, children's living and learning styles, and the chain mediation effect of family reading environment and children's living and learning styles.

Key words

Family socioeconomic status / Family reading environment / Reading fluency / Chain mediation effect / Child

Cite this article

EndNote

Ris (Procite)

Bibtex

Download Citations

HU Wen-Xin, ZHANG Lei, WANG Cai, WANG Zi-Yue, XU Jia-Min, WANG Jing-Yu, ZHOU Jia, WANG Wen-Min, YAO Meng-Meng, CHI Xia. Family socioeconomic status and children's reading fluency: the chain mediating role of family reading environment and children's living and learning styles[J]. Chinese Journal of Contemporary Pediatrics. 2025, 27(4): 451-457 https://doi.org/10.7499/j.issn.1008-8830.2408084

References

1 Meyer MS, Felton RH. Repeated reading to enhance fluency: old approaches and new directions[J]. Ann Dyslexia, 1999, 49(1): 283-306. DOI: 10.1007/s11881-999-0027-8.
2 Kim YG, Quinn JM, Petscher Y. What is text reading fluency and is it a predictor or an outcome of reading comprehension? A longitudinal investigation[J]. Dev Psychol, 2021, 57(5): 718-732. PMID: 34166017. PMCID: PMC8374993. DOI: 10.1037/dev0001167.
3 Zimmermann LM, Reed DK, Aloe AM. A meta-analysis of non-repetitive reading fluency interventions for students with reading difficulties[J]. Remedial Spec Educ, 2021, 42(2): 78-93. DOI: 10.1177/0741932519855058.
4 Abu Omar D, Kirkman A, Scott C, et al. Positive psychology interventions to increase self-esteem, self-efficacy, and confidence and decrease anxiety among students with dyslexia: a narrative review[J]. Youth, 2024, 4(2): 835-853. DOI: 10.3390/youth4020055.
5 Greenfield EA, Moorman SM. Childhood socioeconomic status and later life cognition: evidence from the Wisconsin longitudinal study[J]. J Aging Health, 2019, 31(9): 1589-1615. PMID: 29969933. PMCID: PMC6478570. DOI: 10.1177/0898264318783489.
6 Georgiou GK, Inoue T, Parrila R. Developmental relations between home literacy environment, reading interest, and reading skills: evidence from a 3-year longitudinal study[J]. Child Dev, 2021, 92(5): 2053-2068. PMID: 34041749. DOI: 10.1111/cdev.13589.
7 Sun Z, Zou L, Zhang J, et al. Prevalence and associated risk factors of dyslexic children in a middle-sized city of China: a cross-sectional study[J]. PLoS One, 2013, 8(2): e56688. PMID: 23457604. PMCID: PMC3574109. DOI: 10.1371/journal.pone.0056688.
8 赵哲炜. 家庭社会经济地位影响儿童智力和问题行为的中介机制[D]. 南京: 东南大学, 2019.
9 Tandon PS, Zhou C, Sallis JF, et al. Home environment relationships with children's physical activity, sedentary time, and screen time by socioeconomic status[J]. Int J Behav Nutr Phys Act, 2012, 9: 88. PMID: 22835155. PMCID: PMC3413573. DOI: 10.1186/1479-5868-9-88.
10 Price J, Kalil A. The effect of mother-child reading time on children's reading skills: evidence from natural within-family variation[J]. Child development, 2019, 90(6): e688-e702. PMID: 30151955. DOI: 10.1111/cdev.13137
11 Schoemann AM, Boulton AJ, Short SD. Determining power and sample size for simple and complex mediation models[J]. Soc Psychol Personal Sci, 2017, 8(4): 379-386. DOI: 10.1177/1948550617715068.
12 王偲, 张蕾, 姚梦梦, 等. 家庭社会经济地位与学前儿童学习能力发展的关系: 家庭阅读环境的中介作用[J]. 教育生物学杂志, 2023, 11(5): 368-372. DOI: 10.3969/j.issn.2095-4301.2023.05.005.
13 张毅, 孔锐, 王心宇, 等. 汉语阅读障碍儿童家庭社会经济地位和阅读环境的结构方程模型研究[J]. 华中科技大学学报（医学版）, 2020, 49(5): 568-572. DOI: 10.3870/j.issn.1672-0741.2020.05.010.
14 程亚华, 沈岚岚, 李宜逊, 等. 家庭阅读环境对学龄儿童汉字识别、口语词汇知识与阅读理解的影响: 一个发展级联模型[J]. 心理学报, 2024, 56(1): 83-92. DOI: 10.3724/SP.J.1041.2024.00083.
15 顾怀婷, 朱冰, 候芳, 等. 学龄儿童学习生活方式与阅读障碍的相关性[J]. 中国学校卫生, 2019, 40(8): 1137-1140. DOI: 10.16835/j.cnki.1000-9817.2019.08.005.
16 Johns JL, Berglund RL. Fluency: Strategies and Assessments[M]. Baltimore: Kendall Hunt Publishing, 2006.
17 臧凝子, 庞立健, 李品, 等. 运用量表常模工具建立证候量化分级标准的思维探析[J]. 中华中医药杂志, 2017, 32(6): 2591-2594.
18 方杰, 张敏强, 邱皓政. 中介效应的检验方法和效果量测量: 回顾与展望[J]. 心理发展与教育, 2012, 28(1): 105-111. DOI: 10.16187/j.cnki.issn1001-4918.2012.01.015.
19 Steinman BA, Lejeune BJ, Kimbrough BT. Developmental stages of reading processes in children who are blind and sighted[J]. J Visual Impair Blin, 2006, 100(1): 36-46.
20 Liu C, Georgiou GK, Manolitsis G. Modeling the relationships of parents' expectations, family's SES, and home literacy environment with emergent literacy skills and word reading in Chinese[J]. Early Child Res Q, 2018, 43: 1-10. DOI: 10.1016/j.ecresq.2017.11.001.
21 Chen Q, Kong Y, Gao W, et al. Effects of socioeconomic status, parent-child relationship, and learning motivation on reading ability[J]. Front Psychol, 2018, 9: 1297. PMID: 30090082. PMCID: PMC6068389. DOI: 10.3389/fpsyg.2018.01297.
22 Lareau A. Unequal childhoods: class, race, and family life[M]//Inequality in the 21st Century. London; New York: Routledge. 2018: 444-451.
23 Liu L, Wang J, Shao S, et al. Descriptive epidemiology of prenatal and perinatal risk factors in a Chinese population with reading disorder[J]. Sci Rep, 2016, 6(1): 36697. PMID: 27819320. PMCID: PMC5098179. DOI: 10.1038/srep36697.
24 Mascheretti S, Andreola C, Scaini S, et al. Beyond genes: a systematic review of environmental risk factors in specific reading disorder[J]. Res Dev Disabil, 2018, 82: 147-152. PMID: 29566979. DOI: 10.1016/j.ridd.2018.03.005.
25 Davis-Kean PE, Tighe L A, Waters NE. The role of parent educational attainment in parenting and children's development[J]. Curr Dir Psychol Sci, 2021, 30(2): 186-192. DOI: 10.1177/0963721421993116.
26 Koyama MS, Di Martino A, Zuo XN, et al. Resting-state functional connectivity indexes reading competence in children and adults[J]. J Neurosci, 2011, 31(23): 8617-8624. PMID: 21653865. PMCID: PMC3893355. DOI: 10.1523/JNEUROSCI.4865-10.2011.
27 M??tt? S, Konttinen H, Haukkala A, et al. Preschool children's context-specific sedentary behaviours and parental socioeconomic status in Finland: a cross-sectional study[J]. BMJ Open, 2017, 7(11): e016690. PMID: 29101133. PMCID: PMC5695314. DOI: 10.1136/bmjopen-2017-016690.
28 Jabbar A, Mahmood K, Warraich NF. Influence of family factors on children's reading habits: a review of literature[J]. Bull Educ Res, 2021, 43(3): 121-144.
29 Hwang WY, Liu YF, Chen HR, et al. Role of parents and annotation sharing in children's learning behavior and achievement using E-readers[J]. Educ Technol Soc, 2015, 18(1): 292-307.