Poverty, Parent Involvement, and Children's Reading Skills: Testing the Compensatory Effect of the Amount of Classroom Reading Instruction

Autor/inn/en	Gay, Brittany; Sonnenschein, Susan; Sun, Shuyan; Baker, Linda
Titel	Poverty, Parent Involvement, and Children's Reading Skills: Testing the Compensatory Effect of the Amount of Classroom Reading Instruction
Quelle	In: Early Education and Development, 32 (2021) 7, S.981-993 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2020.1829292
Schlagwörter	Poverty; Parent Participation; Reading Skills; Reading Instruction; Instructional Effectiveness; Classroom Environment; Family Environment; Family Income; Young Children; Grade 1; Elementary School Students; Low Income Students; Time on Task; Correlation; Reading Tests; Scores; Surveys; Longitudinal Studies; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Armut; Elternmitwirkung; Reading skill; Lesefertigkeit; Leseunterricht; Unterrichtserfolg; Klassenklima; Unterrichtsklima; Familienmilieu; Familieneinkommen; Frühe Kindheit; School year 01; 1. Schuljahr; Schuljahr 01; Zeitaufwand; Korrelation; Lesetest; Survey; Umfrage; Befragung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Research Findings: Parent involvement is a critical way for children to learn about the importance of education and develop reading skills. Unfortunately, not all low-income parents are able to be involved in their children's education, which can have negative implications for children's reading development. The present study tested if the strength of the relation between low-income parents' involvement and children's reading skills in first grade varied by the amount of classroom reading instruction that children received at school. This study used data from the Early Childhood Longitudinal Study -- Kindergarten: 2010-2011 (ECLS-K: 2011) to examine the relations between low-income parent involvement in education, amount of classroom reading instruction, and first-grade children's reading skills. Parent involvement was significantly more impactful for children who received less than 2 hours of classroom reading instruction. Additionally, children from poor households scored lower, on average, on reading assessments than children from near-poor households. Practice or Policy: Parent involvement has a positive impact on children's reading skills, but that impact can be contingent on what occurs within the classroom. This study underscores the need to consider both home and school influences on children's reading skills. Implications for educational practice and policy are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01