The promotive effects of family educational involvement for low-income children's literacy

Longitudinal data for 167 low-income children were analyzed to examine associations between family educational involvement during kindergarten, children's feelings about literacy, and children's literacy achievement from kindergarten through fifth grade. The promotive effect of family educ...

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Bibliographic Details
Published in:Journal of school psychology 2004-11, Vol.42 (6), p.445-460
Main Authors: Dearing, Eric, McCartney, Kathleen, Weiss, Heather B., Kreider, Holly, Simpkins, Sandra
Format: Article
Language:English
Subjects:
Comparative Analysis
Educational Attainment
Elementary School Students
Family educational involvement
Intervention
Kindergarten
Literacy
Literacy achievement
Low Income Groups
Low-income
Mothers
Parent Participation
Reading Achievement
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Summary:Longitudinal data for 167 low-income children were analyzed to examine associations between family educational involvement during kindergarten, children's feelings about literacy, and children's literacy achievement from kindergarten through fifth grade. The promotive effect of family educational involvement for feelings about literacy and literacy achievement was moderated by maternal education such that involvement was more positively associated with literacy outcomes for children whose mothers were less educated compared with children whose mothers were more educated. In addition, children's feelings about literacy mediated associations between family educational involvement and literacy achievement. Implications for intervention efforts are discussed.
ISSN:0022-4405
1873-3506
DOI:10.1016/j.jsp.2004.07.002