LEARNING TO READ AT HOME AND AT SCHOOL

Aims. Social class differences in reading achievement are well documen ted in the literature. The present study looked for social class diffe rences in home literacy activities, such as reading to children, heari ng children read, teaching children about the alphabet, and fostering phonological awareness through nursery rhymes and games of 'I Spy', wh ich might underlie these. Sample. Sixty-one parents of children in Rec eption and Years 1 and 2 in a North London primary school were intervi ewed. Two social class groups were identified, by mother's occupation. Methods. A structured questionnaire was used in the parental intervie ws: thus data collected relied on self-reports. Children's reading age s and alphabet knowledge were measured, with the latter used as an ind icator of reliability of parental self-report. Results. Mean reading a ge was significantly higher in middle class children, who knew signifi cantly more letter-sound correspondences. No social class difference w as found in parents' reports of time spent hearing children read, but middle class parents reported spending more time reading to children: however, this did not relate to reading age. No social class differenc e was found in estimates of children's nursery rhyme knowledge, but mi ddle class parents were more likely to report frequently playing 'I Sp y'. Both social class groups were equally likely to report teaching ch ildren letter names and sounds, but middle class parents reported usin g a wider variety and more materials than working class parents. When letter-sound knowledge was used as a predictor of reading achievement, social class was no longer a significant determiner. Conclusions, Ver y few differences were found by social class, and those found did not relate clearly to reading achievement.