The promotive effects of family educational involvement for low-income children's literacy
The promotive effects of family educational involvement for low-income children's literacy
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DOI：
10.1016/j.jsp.2004.07.002
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发表时间：
2004-11-01
影响因子：
5
通讯作者：
Simpkins, S
中科院分区：
文献类型：
--
作者：
Dearing, E;McCartney, K;Simpkins, S
对167名低收入家庭儿童的纵向数据进行了分析，以检验幼儿园期间家庭教育参与、儿童对识字的感受以及儿童从幼儿园到五年级的识字成就之间的关系。家庭教育参与对识字感受和识字成就的促进作用受到母亲教育的调节，因此，与母亲受教育程度较高的孩子相比，母亲受教育程度较低的孩子的参与与识字结果的正相关程度更高。此外，儿童对识字的感受介导了家庭教育参与与识字成就之间的关联。讨论了干预措施的意义。(C) 2004年学校心理研究学会。Elsevier Ltd.出版。版权所有。
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. (C) 2004 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.