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Social inequalities in cognitive scores at age 16: The role of reading

Sullivan, A; Brown, M; (2013) Social inequalities in cognitive scores at age 16: The role of reading. (CLS Working Papers '13/10). Centre for Longitudinal Studies, Institute of Education, University College London: London, UK. Green open access

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Abstract

This paper examines socio-economic inequalities in cognitive test scores at age 16 for a nationally representative cohort of people born in Britain in 1970 (the 1970 British Cohort Study). At age 16, the respondents took tests in vocabulary, spelling and mathematics. This allows us to explore whether inequalities due to social background are similar across the three domains of vocabulary, spelling and mathematics, or whether they differ and to what extent these inequalities are accounted for by family material and cultural resources, as well as by children?s own reading. Finally, our longitudinal analysis addresses the question of the extent to which differences in test scores are determined by age 10; and which factors are linked to a growth in differentials during adolescence. We show that childhood reading is linked to substantial cognitive progress between the ages of 10 to 16.

Type: Working / discussion paper
Title: Social inequalities in cognitive scores at age 16: The role of reading
ISBN-13: 9781906929664
Open access status: An open access version is available from UCL Discovery
Publisher version: http://www.cls.ioe.ac.uk/page.aspx?sitesectionid=9...
Language: English
Additional information: Copyright © Centre for Longitudinal Studies 2013.
Keywords: BCS70, reading
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Science
URI: http://discovery.ucl.ac.uk/id/eprint/1473708
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