A Multilevel Structural Equation Model Testing the Influences of Socio-Economic Status and Pre-Primary Education on Reading Literacy in Italy

AbstractThe aim of the present study is to examine the effect of Socio-Economic Status (SES), individual and compositional effects, and of pre-primary education on reading literacy in Italy. A multilevel structural equation model was used to examine data from 4189 fourth grade Italian students who took part in the Progress in International Reading Literacy Study (PIRLS). SES showed a significant positive direct impact on reading literacy at both student level and school level, while pre-primary education did not have a significant impact on reading literacy. The multi-group analysis showed that there were no significant differences between Italian geographical areas