Disadvantaged

About: Disadvantaged is a research topic. Over the lifetime, 17050 publications have been published within this topic receiving 337157 citations. The topic is also known as: disadvantaged person.

Communication skills in a population of primary school‐aged children raised in an area of pronounced social disadvantage

Abstract: Background: Previous studies have highlighted the level of communication difficulty experienced by children from socially disadvantaged backgrounds, but the pattern of difficulties remains unclear. Aims: The study asks whether the performance of a community sample of children from one of the most socially disadvantaged neighbourhoods in Scotland is best characterized by a general delay in all areas of development, by difficulties across the more formal structural aspects of language or in phonological skills. Methods & Procedures: The study included 138 monolingual English-speaking children: 63 (45.7%) boys and 75 (54.3%) girls aged between 5 and 12 years. All children were assessed blind to educational attainment in the school. Outcomes & Results: Nearly 40% of children had delayed language development with 10% having severe difficulties. The children presented with an uneven profile with much lower structural language scores than reading, general communication skills or non-verbal performance. Although service use was high in the group as a whole, the proportion who met criteria for specific language impairment on discrepancy criteria were not those who were being referred to speech and language therapy. Conclusions & Implications: Although many children were performing well within the normal range, a substantial proportion were not, having considerable implications for the way that services are delivered to these children. Given the high prevalence of delayed structural language difficulties in this group, there is a clear need for a more universal ‘population’-based approaches to service delivery.

Are there differential returns to schooling by gender? the case of indonesian labor market

Abstract: Women are thought to be disadvantaged in developing countries. One of the major respects in which they are conjectured to be disadvantaged is that labor-market rewards to their schooling are less than those for males. This study investigates whether there are gender differentials in Indonesian wage and earnings relations. The results indicate that, although the returns to work experience are greater for males than for females, the marginal rates of return to schooling beyond the primary level are significantly greater for females. Copyright 1995 by Blackwell Publishing Ltd(This abstract was borrowed from another version of this item.)

The Ecology of Early Reading Development for Children in Poverty

Abstract: In this study we investigated reading development from kindergarten to third grade for 1,913 economically disadvantaged children from the Early Childhood Longitudinal Study–Kindergarten Cohort. Characteristics of the child, the family, classroom instruction, and school composition were used to model influences from multiple levels of children’s ecologies. The analytic model proposed that child and family characteristics (e.g., age at kindergarten entry, family literacy practices) would influence reading skills at kindergarten entry and rate of reading growth, whereas characteristics of classrooms and schools (e.g., comprehensive literacy instruction, racial and economic segregation) would constrain or enhance reading performance at specific times. Significant model parameters and effect sizes indicated that child and family characteristics were more predictive of initial reading skills than of reading development over time. Minority segregation in elementary schools was associated with lower stud...

Is School Funding Fair? A National Report Card.

Abstract: “Is School Funding Fair? A National Report Card” analyzes the condition of state school finance systems with a focus on the fair distribution of resources to the neediest students. "Is school funding fair? America’s most fiscally disadvantaged school districts" identifies the most fiscally disadvantaged school districts in the country — those with higher than average student needs in their labor-market location and lower than average resources when state and local revenues are combined

The socio-educational context of literacy accomplishment in disadvantaged schools : lessons for reading in the early primary school years

Abstract: Literacy does not develop in a vacuum. Reading is taught and is learnt within a social context, and the school and teachers are a central part of this context. This context will affect the way learners acquire literacy as well as the consequences of their literacy accomplishments within the learning environment. This article presents findings from a study that assessed Grade 1 learners' literacy accomplishments and examined the school literacy context as well as the literacy practices and perceptions of teachers in a primary school. The findings are discussed in relation to the broader school literacy environment and the learners' literacy achievements. The findings indicate that the acquisition of literacy skills is the product of a set of socio-educational circumstances that translate themselves into specific literacy environments for learners. The article concludes by identifying some implications that follow from the findings. Key Words: reading; literacy assessment; assessment standards; socio-educational context of literacy Journal for Language Teaching Vol.38(1) 2004: 45-62