ABSTRACT

Research Findings: Parent involvement is a critical way for children to learn about the importance of education and develop reading skills. Unfortunately, not all low-income parents are able to be involved in their children’s education, which can have negative implications for children’s reading development. The present study tested if the strength of the relation between low-income parents’ involvement and children’s reading skills in first grade varied by the amount of classroom reading instruction that children received at school. This study used data from the Early Childhood Longitudinal Study – Kindergarten: 2010–2011 (ECLS-K: 2011) to examine the relations between low-income parent involvement in education, amount of classroom reading instruction, and first-grade children’s reading skills. Parent involvement was significantly more impactful for children who received less than 2 hours of classroom reading instruction. Additionally, children from poor households scored lower, on average, on reading assessments than children from near-poor households. Practice or Policy: Parent involvement has a positive impact on children’s reading skills, but that impact can be contingent on what occurs within the classroom. This study underscores the need to consider both home and school influences on children’s reading skills. Implications for educational practice and policy are discussed.

摘要

研究成果：家长的参与是儿童了解教育重要性和培养阅读技能的重要途径。不幸的是，并非所有低收入父母都能参与孩子的教育，这会对孩子的阅读发展产生负面影响。本研究测试了低收入父母的参与与儿童一年级阅读技能之间的关系强度是否因儿童在学校接受的课堂阅读指导的数量而异。本研究使用来自幼儿纵向研究——幼儿园：2010-2011 (ECLS-K: 2011) 的数据来检验低收入父母参与教育、课堂阅读教学量和一年级儿童阅读技巧之间的关系。对于接受少于 2 小时课堂阅读指导的儿童，家长参与的影响要大得多。此外，贫困家庭的儿童在阅读评估方面的平均得分低于接近贫困家庭的儿童。实践或政策：家长的参与对孩子的阅读技能有积极的影响，但这种影响可能取决于课堂上发生的事情。这项研究强调需要同时考虑家庭和学校对儿童阅读技能的影响。讨论了对教育实践和政策的影响。