Faculty Publications

Family Size And Learning Readiness Profiles Of Socioeconomically Disadvantaged Preschool Whites

Document Type

Article

Journal/Book/Conference Title

Journal of Psychology: Interdisciplinary and Applied

Volume

89

Issue

1

First Page

3

Last Page

7

Abstract

Preschool readiness measures were secured on 50 pairs of disadvantaged two-to three-year-old lower SES white children who represented large and small families, to determine the impact of family size on readiness profiles. The findings reveal that children from small families secured higher scores on all nine skill areas of the Iowa Test of Preschool Development than children from large families. However, only in Expressive Language were the differences of statistical significance. The findings were reviewed in the context of other research which suggests that poor children may experience greater difficulty on oral language tasks than is the case on measures that emphasize receptive language. It is suggested that replication studies are needed to better assess the long-term social and educational implication of the findings. © 1975 Taylor & Francis Group, LLC.

Department

Department of Educational Psychology and Foundations

Original Publication Date

1-1-1975

DOI of published version

10.1080/00223980.1975.9923901

Link to Full Text

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