Abstract
The 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.
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