TY - JOUR
T1 - A randomized trial examining the effects of parent engagement on early language and literacy
T2 - The Getting Ready intervention
AU - Sheridan, Susan M.
AU - Knoche, Lisa L.
AU - Kupzyk, Kevin A.
AU - Edwards, Carolyn Pope
AU - Marvin, Christine A.
N1 - Funding Information:
The development of this paper was supported by a grant awarded to Drs. Susan Sheridan and Carolyn Pope Edwards by the Department of Health and Human Services (DHHS) —National Institute of Child Health and Human Development (NICHD), Administration for Children and Families (ACF) and Office of the Assistant Secretary for Planning and Evaluation (ASPE); and the Department of Education (ED)—Office of Special Education and Rehabilitative Services (Grant # 1R01H00436135 ). The opinions expressed herein are those of the investigators and do not reflect the views of the funding agencies. The authors extend sincere appreciation to the ExCITE Program in the Lincoln Public Schools, including Deila Steiner, Pat Schmidt, and all teachers, parents, and children who cooperated with us to make this study possible. Collectively, they reinforced our belief in the importance of relationships and the power of partnerships.
PY - 2011/6
Y1 - 2011/6
N2 - 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.
AB - 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.
KW - Early childhood
KW - Family-school partnership
KW - Intervention
KW - Language and early literacy
KW - Parent engagement
KW - School readiness
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U2 - 10.1016/j.jsp.2011.03.001
DO - 10.1016/j.jsp.2011.03.001
M3 - Article
C2 - 21640249
AN - SCOPUS:79957846563
SN - 0022-4405
VL - 49
SP - 361
EP - 383
JO - Journal of School Psychology
JF - Journal of School Psychology
IS - 3
ER -