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

Eric Dearing; Kathleen McCartney; Heather B. Weiss; Holly Kreider; Sandra Simpkins

doi:10.1016/j.jsp.2004.07.002

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

Eric Dearing, Kathleen McCartney, Heather B. Weiss, Holly Kreider, Sandra Simpkins

Social and Family Dynamics, T. Denny Sanford School of (SSFD)

Research output: Contribution to journal › Article › peer-review

95 Scopus citations

Abstract

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.

Original language	English (US)
Pages (from-to)	445-460
Number of pages	16
Journal	Journal of School Psychology
Volume	42
Issue number	6
DOIs	https://doi.org/10.1016/j.jsp.2004.07.002
State	Published - Nov 2004

Keywords

Family educational involvement
Literacy achievement
Low-income

ASJC Scopus subject areas

Education
Developmental and Educational Psychology

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10.1016/j.jsp.2004.07.002

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title = "The promotive effects of family educational involvement for low-income children's literacy",

abstract = "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.",

keywords = "Family educational involvement, Literacy achievement, Low-income",

author = "Eric Dearing and Kathleen McCartney and Weiss, {Heather B.} and Holly Kreider and Sandra Simpkins",

note = "Funding Information: The work of the first author was supported in part by a National Academy of Education/Spencer Foundation Postdoctoral Fellowship. The School Transition Study was supported by a grant to the third author from the John D. and Catherine T. MacArthur Foundation Research Network on Successful Pathways through Middle Childhood, with supplementary funds from the W. T. Grant Foundation.",

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AU - Dearing, Eric

AU - McCartney, Kathleen

AU - Weiss, Heather B.

AU - Kreider, Holly

AU - Simpkins, Sandra

N1 - Funding Information: The work of the first author was supported in part by a National Academy of Education/Spencer Foundation Postdoctoral Fellowship. The School Transition Study was supported by a grant to the third author from the John D. and Catherine T. MacArthur Foundation Research Network on Successful Pathways through Middle Childhood, with supplementary funds from the W. T. Grant Foundation.

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N2 - 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.

AB - 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.

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

Abstract

Keywords

ASJC Scopus subject areas

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