Literaturnachweis - Detailanzeige
Autor/inn/en | Leyva, Diana; Weiland, Christina; Shapiro, Anna; Yeomans-Maldonado, Gloria; Febles, Angela |
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Titel | A Strengths-Based, Culturally Responsive Family Intervention Improves Latino Kindergarteners' Vocabulary and Approaches to Learning |
Quelle | 93 (2022), S.451-467 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Leyva, Diana) ORCID (Weiland, Christina) Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
Schlagwörter | Culturally Relevant Education; Family Programs; Intervention; Hispanic American Students; Preschool Children; Kindergarten; Vocabulary Development; Learning Processes Family program; Familienprogramm; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Wortschatzarbeit; Learning process; Lernprozess |
Abstract | Food routines are an ecocultural asset of Latino families. This cluster-randomized trial with 248 children (M[subscript age] = 67 months; 50% girls; 13 schools) investigated the impact of a 4-week family program designed to capitalize on food routines in improving Latino kindergarteners' outcomes in the United States. There were moderate-to-large impacts on child vocabulary (especially food-related) at end-of-treatment and the 5-month follow-up, and suggestive evidence of moderate impacts on approaches to learning (ATL; including ATL math) and executive function at the 5-month follow-up (d = 0.38-0.95). There were no statistically significant impacts on children's math or literacy skills. A strengths-based, culturally responsive family intervention that is integrated into Latino family life can improve the skills needed to succeed in school. [This article was published in "Child Development" (EJ1329133).] (As Provided). |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |