How are home literacy environment and youth’s academic performance associated? What South and North Korean parental involvement reveals

Journal article

Jang, Jeongsuk, Parrila, Rauno and Inoue, Tomohiro. (2021). How are home literacy environment and youth’s academic performance associated? What South and North Korean parental involvement reveals. KEDI Journal of Educational Policy. 18(2), pp. 45-64. https://doi.org/10.22804/kjep.2021.18.2.003
AuthorsJang, Jeongsuk, Parrila, Rauno and Inoue, Tomohiro
Abstract

The study explored whether family background and home literacy practices are associated with the achievement gap between North and South Korean students. A total of 103 North and 146 South Korean parents responded to the home literacy practice questionnaire. The results showed that there were significant differences in academic achievement, with the largest difference observed in English, followed by social studies. Family’s SES explained the observed academic achievement differences with the exception of social studies. The two groups differed significantly in home literacy practices, and the largest difference was observed in parents’ reported academic interest and support for their children. These findings have implications for teacher education and the role of North Korean parents in supporting their children’s education.

Keywordshome literacy environment; family background; academic performance; North Korean children; social factors
Year2021
JournalKEDI Journal of Educational Policy
Journal citation18 (2), pp. 45-64
PublisherKorean Educational Development Institute
ISSN1739-4341
Digital Object Identifier (DOI)https://doi.org/10.22804/kjep.2021.18.2.003
Scopus EID2-s2.0-85122090481
Page range45-64
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All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online2021
Publication process dates
Deposited05 Jul 2023
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