Literacy Acquisition in Peru, Asia, and the United States

Bibliographic Data

ID9768682
AuthorsHarold W Stevenson (University of Michigan, corresponding author), C Chen (0000-0002-8224-1005, University of Michigan)
Year1992
Volume520
Issue1
Pages174-185
Publication date1992-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueThe Annals of the American Academy of Political and Social Science (JOURNAL)
Journal identifiersISSN: 0002-7162 • E-ISSN: 1552-3349
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/0002716292520001018
OpenAlexW1987882716
LanguageEN
Citations received2
References cited3

An important question in the study of literacy is the degree to which environmental conditions influence children's ability to learn to read. A comparison was made of the reading ability of schooled and nonschooled children in three locations in Peru: the city, the highlands, and the rain forest. Increased attendance resulted in improved reading ability, but the degree of improvement varied according to the environments in which the children resided. When the children were followed up nine years after the original testing, they showed continued improvement in reading ability, especially in the environment where economic conditions had improved. A comparison of the Peruvian children with children in three industrialized societies, Japan, Taiwan, and the United States, revealed little difference in the children's cognitive abilities but great differences in their reading ability. More stimulating environmental conditions and better schooling in the industrialized societies were presumably responsible for these differences

Attendance · Cognition · Developmental psychology · Economic growth · Economics · Geography · Literacy · Pedagogy · Political science · Reading (process · Socioeconomics · Sociology · Demography · Early Childhood Education and Development · Psychology · Reading and Literacy Development

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