Evaluating the Efficacy of Children Participating in Home Instruction for Parents of Preschool Youngsters and Head Start

Autor/inn/en	Brown, Amber L; Lee, Joohi
Titel	Evaluating the Efficacy of Children Participating in Home Instruction for Parents of Preschool Youngsters and Head Start
Quelle	In: Journal of Early Childhood Research, 15 (2017) 1, S.61-72 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X15577006
Schlagwörter	Parent Education; Preschool Children; Disadvantaged Youth; Kindergarten; Language Proficiency; Scores; English (Second Language); Second Language Learning; Parent Child Relationship; Statistical Analysis; Spanish; Reading Tests; At Risk Students; Emergent Literacy; Home Visits; Early Intervention; Quasiexperimental Design; Texas + Suchen Sie Ihr Suchwort? Parents education; Elternbildung; Elternschule; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Benachteiligter Jugendlicher; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Statistische Analyse; Spanisch; Lesetest; Frühleseunterricht; Hausbesuch
Abstract	The purpose of this study was to evaluate the efficacy of the Home Instruction for Parents of Preschool Youngsters program when implemented within Head Start programs by measuring children's language proficiency scores. Participants were kindergarteners concurrently enrolled in both a Head Start program and the Home Instruction for Parents of Preschool Youngsters program along with a comparison group of kindergarteners only enrolled in a Head Start program. According to the results of the chi-square analysis, all of the children who participated in the "Head Start and HIPPY" group scored "developed" on all sections of Texas Primary Reading Inventory or its Spanish language equivalent, "El Inventario de Lectura en Español de Tejas." However, only about 33 percent of children in the "Head Start Only" group demonstrated "developed" remarks. The remainder of the "Head Start Only" group (67%) scored "needs intervention" on the Texas Primary Reading Inventory/"El Inventario de Lectura en Español de Tejas." Children who participated in both Home Instruction for Parents of Preschool Youngsters and attended a Head Start Center showed statistically higher scores in language proficiency (?[superscript 2](1, N = 22) = 4.07, p = 0.04) than children who only attended Head Start. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01