By Katherine Bugbee and Jeanne McGlinchey

Childhood circumstances, sociological and domestic, can negatively affect children’s literacy levels if they are of certain sociological groups and/ or different literacy activities are not in practice at home (Planty et al., 2009, Hart & Risley, 1995).

What socioeconomic traits or literacy activities of our childhood experience contribute most effectively to our literacy success?

Participants for the purpose of this study are our classmates. The study was sent to all classmates. The first 18 students to complete the survey were the participants. The limitations of this survey are that it is a small sample, we did not get that diverse of a background in regards to income level and race, and we did not actually deal with children

One questionnaire/survey:◦ 18 total questions in online questionnaire to determine the

following about our participants:   Mothers’ employment status, Income level Parents’ education level, Rural v. non-rural neighborhood. As children, were they read to daily, Did they visit the library weekly Whether or not parents read to themselves daily. Level of enjoyment in reading from preschool through adulthood Academic success in preschool through high school

This is a correlational study. We are looking at literacy levels in adults as they relate to sociological, economic status, education and literacy activites in the home during childhood.

50% of our participants, or 9 individuals, grew up in a non-rural neighborhood.  Of the non-rural group, 78% of the mothers worked outside the home at least part-time.  44% were read to daily.  The father figures had a Bachelors or higher 55% of the time, and mothers 44% of the time.  Library visits were weekly 44% of the time.  Non-rural parents read themselves 67% of the time.  100% of those that grew up in a non-rural neighborhood enjoyed reading in school  and 100% received passing grades.  100% also enjoy reading as an adult.

50% of our participants, or 9 individuals, grew up in a rural neighborhood.  Of the rural group, 55% of the mothers worked outside the home, only 33% were read to daily, and the education of both of the parents were more likely to be high school or less.  Library visits were weekly only 22% of the time, while most only went sometimes and not very often.  However, the rural parents read themselves 66% of the time.   Only 55% of those that grew up in a rural neighborhood enjoyed reading in school although most received passing grades.  However, 100% now enjoy reading as an adult.

61% of our respondents, or 11 individuals, were not read to daily.  Of those never or rarely read to, 80% were above the poverty line, and only 20% visited the library weekly.  60% of mothers worked outside the home, and were much more likely to have only a high school education or less.  Fathers of those never or rarely read to were also much more likely to have only a high school education or less.  60% were from a non-rural neighborhood.  Parents read themselves only 40% of the time.  Those not read to often as a child grew in their enjoyment over the years, from 60% in preK-3, 80% in grades 4-8, up to 100% by grades 9-12.  Passing grades also increased during those years.  However, 100% enjoy reading now as an adult.

39% of respondents, or 7 individuals, were read to daily most of the time and above. Of those, 71% were above the poverty line, and 57% visited a library weekly.  71% of those respondents had a mother that worked outside the home.  71% of their father figures had a Bachelor’s Degree or higher, and 56% of their mothers also had an advanced degree.  Of those read to daily, 57% were from non-rural neighborhoods.  Parents read daily to themselves 100% of the time.  Enjoyment of reading varied slightly from grade to grade (100% in preK-3, then 85.7% until the end of grade 12) although all received passing grades.  However, 100% now enjoy reading as an adult

Children in a rural neighborhood need to be focused on more closely. This difference in success could be access to books, the teachers or many other variables. However, teachers and administrators in these neighborhoods, as well as educational funding, should be focused on creating a more positive environment for a child to succeed in literacy.

The other significant finding is that all parents, regardless of where they live, should read daily to their child. This has profound effects for your child, particularly in grades PreK through three. Perhaps doctor’s offices, local library, bookstores, etc. should have campaigns to promote parental involvement.

Parents should gain as much education as possible. This ensures confidence in the parent, a higher income level and a more successful child in regards to literacy.