The Development of Reading Skills in Kindergarten Influence of Parental Beliefs about School Readiness, Family Activities, and Children's Attitudes to School

Autor/in	Jung, Eunjoo
Titel	The Development of Reading Skills in Kindergarten Influence of Parental Beliefs about School Readiness, Family Activities, and Children's Attitudes to School
Quelle	In: International Journal of Early Childhood, 48 (2016) 1, S.61-78 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-7187
DOI	10.1007/s13158-016-0156-2
Schlagwörter	Kindergarten; Reading Skills; Parent Attitudes; School Readiness; Student Attitudes; Educational Attitudes; Family Involvement; Reading Achievement; Longitudinal Studies; Surveys; Children; Structural Equation Models; Family Influence; Parent Child Relationship; Family Environment; Learning Activities; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Elternverhalten; Readiness for school; School ability; Schulreife; Schülerverhalten; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Leseleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Child; Kind; Kinder; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Familienmilieu; Lernaktivität
Abstract	Children's early home learning experiences are important influences on children's adjustment and achievement in the early years of school. This study explores the relationships between parental beliefs about school readiness, family engagement in home learning activities, on children's attitudes to school as reported by parents, and children's reading achievement in kindergarten. The analyses draw on data from 3309 children who participated in the Early Childhood Longitudinal Study of Kindergartners. The analyses use structural equation modeling to test the influence of parent and family influences, including sociodemographic variables on children's attitudes to school and children's reading achievement in the kindergarten year. Analyses revealed that parents' readiness beliefs and family activities were significantly related to children's reading skills. Family activities were related to children's attitudes about school, but these attitudes were not related to the development of reading skills. The findings suggest that higher engagement in shared parent-child activities may be an important focus in intentional efforts aimed at enhancing early reading achievement. Early childhood educators and other family practitioners can encourage parents to participate in home activities with their children because these activities encourage language interactions which are important to the development of children's literacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01