A Randomized Trial Examining the Effects of Parent Engagement on Early Language and Literacy: The Getting Ready Intervention

Autor/inn/en	Sheridan, Susan M.; Knoche, Lisa L.; Kupzyk, Kevin A.; Edwards, Carolyn Pope; Marvin, Christine A.
Titel	A Randomized Trial Examining the Effects of Parent Engagement on Early Language and Literacy: The Getting Ready Intervention
Quelle	In: Journal of School Psychology, 49 (2011) 3, S.361-383 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4405
DOI	10.1016/j.jsp.2011.03.001
Schlagwörter	School Readiness; Intervention; Disadvantaged Youth; Preschool Children; Expressive Language; Emergent Literacy; Writing Skills; Academic Achievement; Family School Relationship; Statistical Significance; Reading Skills; Child Development; Language Acquisition + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Benachteiligter Jugendlicher; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; Writing skill; Schreibfertigkeit; Schulleistung; Reading skill; Lesefertigkeit; Kindesentwicklung; Sprachaneignung; Spracherwerb
Abstract	Language and literacy skills established during early childhood are critical for later school success. Parental engagement with children has been linked to a number of adaptive characteristics in preschoolers including language and literacy development, and family-school collaboration is an important contributor to school readiness. This study reports the results of a randomized trial of a parent engagement intervention designed to facilitate school readiness among disadvantaged preschool children, with a particular focus on language and literacy development. Participants included 217 children, 211 parents, and 29 Head Start teachers in 21 schools. Statistically significant differences in favor of the treatment group were observed between treatment and control participants in the rate of change over 2 academic years on teacher reports of children's language use (d = 1.11), reading (d = 1.25), and writing skills (d = 0.93). Significant intervention effects on children's direct measures of expressive language were identified for a subgroup of cases where there were concerns about a child's development upon entry into preschool. Additionally, other child and family moderators revealed specific variables that influenced the treatment's effects. (Contains 1 figure and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10