The present study examined the concurrent relations between culture-specific dimensions of family engagement for low-income, Pan-Latine families and children’s narrative ability, a critical predictor of reading success. One hundred seventy-five children and their caregivers were recruited from seven Head Start centers in a large city in the northeastern region of the US. Family engagement was assessed through a culturally grounded instrument (McWayne et al. 2013; McWayne and Melzi 2014) that measures parental behavior along one school-based and three home-based engagement dimensions. Children’s spontaneous narrative productions were elicited through two tasks: a picture-elicited and a conversational narrative task. Findings showed that family engagement dimensions were differentially related to important aspects of children’s narrative production, even after accounting for child and parent demographic characteristics. Specifically, families’ efforts to provide stimulating experiences for their children beyond “the basics” (i.e., Supplemental Education) were significantly related to children’s ability to tell longer narratives during the picture-elicited narrative task. In addition, parents’ active school-based engagement (i.e., School Participation) was significantly associated with children’s ability to narrate independently in the conversational narrative task.

本研究调查了低收入，泛拉丁家庭的家庭参与的文化特定维度与儿童叙述能力（阅读成功的关键预测指标）之间的并存关系。从美国东北地区一个大城市的七个启蒙教育中心招募了一百七十五名儿童及其照顾者。家庭参与度是通过一种文化基础的工具（McWayne等，2013； McWayne和Melzi，2014）进行评估的，该工具沿一个学校和三个家庭参与度来衡量父母的行为。儿童的自发性叙事作品是通过两个任务完成的：图片任务和对话叙事任务。研究结果表明，家庭参与度与儿童叙事产生的重要方面存在差异，即使考虑到儿童和父母的人口统计特征也是如此。具体而言，家庭努力为孩子提供超越“基本知识”的刺激经历（即，补充教育与儿童在图片叙事任务中讲述较长叙事的能力显着相关。此外，父母在学校的积极参与（即学校参与）与孩子在谈话叙事任务中独立叙述的能力显着相关。