A 3-Year Study of a School-Based Parental Involvement Program in Early Literacy

Autor/inn/en	Crosby, Susan Ann; Rasinski, Timothy; Padak, Nancy; Yildirim, Kasim
Titel	A 3-Year Study of a School-Based Parental Involvement Program in Early Literacy
Quelle	In: Journal of Educational Research, 108 (2015) 2, S.165-172 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2013.867472
Schlagwörter	Longitudinal Studies; Parent Participation; Emergent Literacy; Literacy Education; Public Schools; Reading Achievement; Program Effectiveness; Elementary School Students; Grade 1; Reading Instruction; Pretests Posttests; Reading Skills; Kindergarten; Parents as Teachers; Parent Role; Parent Attitudes; Family Environment; Statistical Analysis + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Elternmitwirkung; Frühleseunterricht; Public school; Öffentliche Schule; Leseleistung; School year 01; 1. Schuljahr; Schuljahr 01; Leseunterricht; Reading skill; Lesefertigkeit; Parental role; Elternrolle; Elternverhalten; Familienmilieu; Statistische Analyse
Abstract	Although parental involvement in children's literacy development has been recognized for its potential in helping children develop early literacy achievement, studies of the effectiveness and sustainability of school-based parent involvement programs are not numerous. This study examines the effectiveness and durability of a school-based parent involvement program that was implemented by school staff without external supervision over 3 consecutive years in a public school. Results indicate that implementation of the program was associated with higher levels of children's achievement in foundational literacy competencies. Moreover, the program has sustained over 3 years and actually grew in the levels of parental participation over time. The authors argue that effective and systemic parental involvement programs are possible and can be guided by certain principles of program development and if implemented by a committed teaching staff. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01