ABSTRACT
Bidwell suggests that the socialization of children can be thought of as having two principal components: first, technical socialization; second, affective socialization. The path model indicates that parents' influences are assessed in each cohort at two time periods, which were four years apart. Except for parent-teacher relations, the parent socialization indices are influenced moderately by the social background factors, with literacy of the home being the most affected variable. The direct effects of social status and sibsize on reading achievement are generally mediated by the early parent socialization influences. The predetermined variables that have direct effects on academic achievement may be placed into two categories, dominant and subsidiary. Environments for children's learning will become more favourable when parents and teachers act as partners in the learning process. Home-school programmes are extremely difficult to construct and implement. The Australian data also show the possible complexities confronting educators who contemplate the establishment of family-classroom bilingual or bidialectical learning environments.
