title: Unpacking socio-economic risks for reading and academic self-concept in primary school: Differential effects and the role of the preschool home learning environment.
abstract: BACKGROUND
  Uncertainty remains concerning how children's reading and academic self-concept are related and how these are differentially affected by social disadvantage and home learning environments.
  
  
  OBJECTIVE
  To contrast the impacts of early socio-economic risks and preschool home learning environments upon British children's reading abilities and academic self-concept between 7 and 10 years.
  
  
  METHODS
  n = 3,172 British children aged 3-10 years and their families.
  
  
  METHODS
  A secondary analysis of the nationally representative UK EPPE database. Multilevel structural equation modelling calculated the direct, indirect, and total impacts of early socio-economic risks (0-3 years) and preschool home learning environments (3-5 years) upon children's reading ability and academic self-concept between 7 and 10 years.
  
  
  RESULTS
  Early socio-economic risk had different effects upon children's reading ability and academic self-concept. Early socio-economic risks affected children's reading at ages 7 and 10 both directly and indirectly via effects upon preschool home learning environments. By contrast, early socio-economic risks had only indirect effects upon children's academic self-concept via less stimulating home learning environments in the preschool period and by limiting reading abilities early on in primary school.
  
  
  CONCLUSIONS
  Although the impacts of early socio-economic risks are larger and more easily observed upon reading than upon academic self-concept, they can impact both by making it less likely that children will experience enriching home learning environments during the preschool period. This has implications for social policymakers, early educators, and interventionists. Intervening early and improving preschool home learning environments can do more than raise children's reading abilities; secondary benefits may also be achievable upon children's self-concept.
authors.affiliation: Department of Education, University of Oxford, UK.|Saїd Business School, University of Oxford, UK.
authors.forename: Alexandria
authors.initials: A
authors.lastname: Crampton
authors.affiliation: Graduate School of Education, University of Exeter, UK.
authors.forename: James
authors.identifier: http://orcid.org/0000-0001-8002-0922
authors.initials: J
authors.lastname: Hall
mesh_terms: D000073978:Academic Performance; D002648:Child; D002675:Child, Preschool; D004777:Environment; D005190:Family / Q000523:psychology*; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D011932:Reading; D012574:Schools; D012649:Self Concept; D012959:Socioeconomic Factors
keywords: academic self-concept; home learning environment; reading; socio-economic status