Date of this Version
Literact, Culture and Development: Becoming Literate in Morocco
The acquisition of any human skill, physical or mental, depends on the interplay among a wide variety of factors. Earlier research and our own observations in Moroccan society suggested the possibility that certain social features of children's lives would be related to literacy acquisition in school. Therefore, our research was designed so that these factors might be directly and empirically studied. It was assumed that some of the factors found to affect reading achievement in the West might be related similarly to literacy in Morocco, but we also wanted to study facors specific to Morocco, such as Quranic preschooling. In this chapter, then, we present findings concerning the impact of family socioeconomic status, level of parental education, urban or rural context, gender, and preschooling on 5 years of literacy development in the primary school sample.
This material has been published in Literacy, Culture and Development: Becoming Literate in Morocco by Wagner, D.A. This version is free to view and download for personal use only. Not for re-distribution, re-sale or use in derivative works. © 1993 Cambridge University Press.
Wagner, D.A. (1993). Social Factors in Literacy Acquisition. In Wagner, D.A. Literacy, Culture and Development: Becoming Literate in Morocco, 107-139. Cambridge University Press.
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Elementary Education Commons, International and Comparative Education Commons, Language and Literacy Education Commons, Social and Philosophical Foundations of Education Commons
Date Posted: 24 April 2018