Effects of Parent Coaching on Filipino Children's Numeracy, Language, and Literacy Skills

Autor/inn/en	Dulay, Katrina May; Cheung, Sum Kwing; Reyes, Philip; McBride, Catherine
Titel	Effects of Parent Coaching on Filipino Children's Numeracy, Language, and Literacy Skills
Quelle	In: Journal of Educational Psychology, 111 (2019) 4, S.641-662 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dulay, Katrina May)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000315
Schlagwörter	Parent Child Relationship; Coaching (Performance); Vocabulary Development; Numeracy; Literacy; Foreign Countries; Intervention; Language Skills; Outcomes of Education; Program Effectiveness; Phonological Awareness; Alphabets; Dialogs (Language); Preschool Children; Achievement Gains; Program Content; Transfer of Training; Parent Participation; Educational Benefits; Pretests Posttests; Correlation; Family Environment; Socioeconomic Status; Parents as Teachers; Story Reading; Program Descriptions; Philippines + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Wortschatzarbeit; Rechenkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Ausland; Language skill; Sprachkompetenz; Lernleistung; Schulerfolg; Buchstabenschrift; Dialog; Dialogs; Dialogue; Dialogues; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Achievement gain; Leistungssteigerung; Programmgestaltung; Training; Transfer; Ausbildung; Elternmitwirkung; Bildungsertrag; Korrelation; Familienmilieu; Socio-economic status; Sozioökonomischer Status; Philippinen
Abstract	Early childhood interventions that target numeracy, language, and literacy skills can help to mitigate negative educational outcomes among young children from low- to middle-income families in developing countries. The current study evaluates the efficacy of parent coaching programs designed to enrich home numeracy and literacy environments in Cebu City, Philippines. A total of 673 families with 3- to 5-year-old children were randomly assigned to the numeracy, dialogic reading, early literacy skills training, and control groups. Following the 12-week intervention, children in the 578 families that participated in the posttest generally demonstrated a differential pattern of skill gains according to program content. Children in the numeracy group manifested improved basic and complex numeracy skills, and children in the dialogic reading group demonstrated gains in vocabulary knowledge for words in the books that they were exposed to, as well as print and word awareness, to a limited degree. Children in the early literacy skills training group had improved letter name knowledge, phonological awareness, and print and word awareness skills. Evidence of cross-domain transfer from early literacy skills training to some numeracy skills, as well as variations according to socioeconomic status, level of parental involvement, and teacher assignment in the program, were observed in the results. Results are discussed in relation to the specificity of program effects, cross-domain transfer effects, and improvements needed to maximize intervention program benefits among the children who need them the most. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01