Protective Factors for School Readiness among Children in Poverty

Autor/inn/en	Holliday, Matthew R.; Cimetta, Adriana; Cutshaw, Christina A.; Yaden, David; Marx, Ronald W.
Titel	Protective Factors for School Readiness among Children in Poverty
Quelle	In: Journal of Education for Students Placed at Risk, 19 (2014) 3-4, S.125-147 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2014.971692
Schlagwörter	School Readiness; Poverty; Socioeconomic Status; Academic Achievement; Low Achievement; Socioeconomic Influences; Regression (Statistics); Resilience (Psychology); Correlation; Child Health; Child Care; Language Usage; Parent Participation; Parent Background; Educational Attainment; Mathematics Achievement; Reading Achievement; Achievement Gap; Kindergarten; Surveys; Questionnaires; Well Being; Child Development; Phonological Awareness; Emergent Literacy; Statistical Analysis; Arizona; Preschool Language Scale + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Armut; Socio-economic status; Sozioökonomischer Status; Schulleistung; Unterdurchschnittliche Leistung; Sozioökonomischer Faktor; Regression; Regressionsanalyse; Korrelation; Kinderfürsorge; Kinderbetreuung; Sprachgebrauch; Elternmitwirkung; Elternhaus; Bildungsabschluss; Bildungsgut; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Survey; Umfrage; Befragung; Fragebogen; Well-being; Wellness; Wohlbefinden; Kindesentwicklung; Frühleseunterricht; Statistische Analyse
Abstract	The economic status of families and their children's learning outcomes are closely related. For example, children living in poverty tend to score worse on measures of reading and math performance than their more affluent peers, and this achievement gap is present by kindergarten. In this study, we identified protective factors associated with school readiness among an Arizona sample of children living at or below the federal poverty line (N = 230). Using multiple linear regression, we examined the association between assessments of school readiness, health status, childcare hours, home language, parent engagement, and parent education. We found that increased weekly childcare hours and better health were associated with higher proficiency in math, literacy, and approaches to learning, and may serve as resilience factors for children in poverty that may contribute to closing the achievement gap. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10