Abstract
Effective literacy skills are essential to actively participate in today's society. However, little research has been conducted that examined the impact of contextual variables on literacy development. The present paper addressed whether and how the socioeconomic status of the school (S-SES) children attend affects their literacy achievements. Eight-hundred and seventy-eight 2nd and 4th grade children participated in the study. Data were collected in low-SES (vulnerable) and in mid-high-SES (non-vulnerable) schools. Children completed a large battery of language, cognitive, and literacy tasks in Catalan, a language spoken in a region in Spain where virtually all children are at least bilingual (they also speak Spanish) and it is the main language of instruction. Results showed that children in vulnerable schools were outperformed by children in non-vulnerable schools across all literacy competencies, but particularly affected higher order skills; that is, text quality and reading comprehension. Differences with their non-vulnerable peers remained, even after controlling for context-level covariates, including familial SES. However, S-SES ceased to exert significant influence once children's cognitive and, especially, linguistic skills were considered. The study adds to previous research claiming that school SES has an effect on students' literacy skills, above and beyond children's home SES. However, our findings also suggest that literacy performance is ultimately mostly dependent on educationally actionable, subject-level skills. Educational implications are discussed.