Influence of Low Socio-economic Status and Students’ Reading Performance

Introduction This field-based literacy expert survey shows how the low socioeconomic status (SES) affects student reading performance, and low SES students are asked about the requirements of the Common Core State Standards (CCSS) I will examine how much it will succeed by increasing. The topic I chose was influenced by my interview with reading professionals. I met a reading specialist at Armor Elementary School (Hamburg School District) to learn about important educational issues. In the interview, she pointed out that students with low SES are usually difficult to read.

The school is located in the middle class of Ann Arbor, and the socio-economic status of student families ranges from low socioeconomic status to high socio-economic status. Every day, students come to school from the community within 10 to 15 minutes. According to the principal, the ethnic groups that make up the school's population include African-American, Asian, Native American, Hispanic, Middle Eastern, European, mixed-learning and bilingual students. When I attended Lauren elementary school, I remember that there was only one student and some other students who received formal education of African-American in "special classroom".

Socio-economic status is one of the important factors that affect student learning outcomes. First of all, in order to understand the reasons for the impact of socioeconomic status on the student's academic performance, we must first define it. Although many studies have defined socioeconomic status in many different ways, for the purposes of this article, I use the definitions of Chapman and Ryan (2005, pp 497-498); "In Australia , Socioeconomic status is based on family address.Because of wealth, personal property, parents' education is measured by measured wealth. "However, this is ambiguous. It does not consider other variables such as actual home ownership, replacement of postal dwellings, full ownership of homes and assets, portfolios, flow of currency inherited by families, individual choice. Cary (2011) pointed out that there are two main reasons for the socioeconomic status to influence student performance. This includes educational and socio-cultural reasons.

Disciplinary factors that lead to a decline in academic performance are common to family Alumode (2002: 84) with socio-economic status. This is because teachers often prejudice young people with low socioeconomic status and give preferential treatment to students from families with high socioeconomic status (Manster) (2001: 297). Another reason is that the influence of colleagues on socioeconomically poor students is often antisocial and illegal and emphasizes girls' early marriage and male conger's gang activity (1993: 13). Blodsoe (2005: 28) argues that the quality of interaction between adolescent families can affect academic discipline and success. Encourage on achievement and over-limitation or serious discipline (but not stress)