Parent involvement in early intervention for disadvantaged children: Does it matter?
Parent involvement in early intervention for disadvantaged children: Does it matter?
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DOI：
10.1016/s0022-4405(99)00023-0
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发表时间：
1999-12-01
影响因子：
5
通讯作者：
Reynolds, AJ
中科院分区：
文献类型：
--
作者：
Miedel, WT;Reynolds, AJ
本研究探讨家长参与早期干预与儿童日后学校能力的关系。父母（N = 704）的孩子参加了芝加哥纵向研究进行了回顾性采访，他们的学校参与学前班和幼儿园。家长报告了他们参加的活动和他们参加计划的频率。结果表明，即使在控制了家庭背景，活动的数量，父母参加了学前班和幼儿园与较高的阅读成绩显着相关，在14岁（八年级）的年级保持率较低，并在特殊教育年数较少。父母参与的频率与阅读成绩只有轻微的相关性，但与年级保持率较低和特殊教育年限较短有关。一项验证性分析表明，教师对一年级和二年级家长参与的评价与八年级较高的阅读成绩、较低的年级保留率和八年级较低的特殊教育安置率显著相关。研究结果支持父母参与幼儿教育计划的好处。(C)2000年学校心理学研究学会。出版社：Elsevier Science Ltd
This study investigated the association between parent involvement in early intervention and children's later school competence. Parents (N = 704) of children participating in the Chicago Longitudinal Study were interviewed retrospectively about their school involvement in preschool and kindergarten. Parents reported on the activities in which they participated and their frequency of program participation. Results indicated that even after controlling for family background, the number of activities in which parents participated in preschool and kindergarten was significantly associated with higher reading achievement, with lower rates of grade retention at age 14 (eighth grade), and with fewer years in special education. The frequency of parent involvement was only marginally associated with reading achievement but was associated with lower rates of grade retention and fewer years in special education. A confirmatory analysis indicated that teacher ratings of parent involvement in first and second grade were significantly associated with higher reading achievement in eighth grade, lower grade retention rates, and lower rates of special education placement through eighth grade. Findings support the benefits of parent involvement in early childhood programs. (C) 2000 Society for the Study of School Psychology. Published by Elsevier Science Ltd.