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Home-based parent involvement and it...

Robinson, Erin E.

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Home-based parent involvement and its relationship to basic early literacy skills in kindergarten.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Home-based parent involvement and its relationship to basic early literacy skills in kindergarten./
Author:	Robinson, Erin E.
Description:	130 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-09(E), Section: B.
Contained By:	Dissertation Abstracts International77-09B(E).
Subject:	Developmental psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10103726
ISBN:	9781339672847

Home-based parent involvement and its relationship to basic early literacy skills in kindergarten.
Robinson, Erin E.

Home-based parent involvement and its relationship to basic early literacy skills in kindergarten. - 130 p.

Source: Dissertation Abstracts International, Volume: 77-09(E), Section: B.

Thesis (D.Ed.)--Indiana University of Pennsylvania, 2016.

The purpose of the present study was to add to the current body of research on home-based parent involvement and early literacy development. The relationship between parent-child interactions reported on the Home Interactions Questionnaire (HIQ) and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Next assessment scores were examined. Families with kindergarten children (n=120) in a rural, low-income, mid-Atlantic school district completed the parent HIQ and archival, DIBELS Next assessment scores were analyzed. Results indicated there was no relationship between home-based parent involvement and basic early literacy skills. No specific type of parent-child interactions (e.g., reading with the child, working on academic skills with the child, playing with the child, engaging the child in mealtime conversations, etc.) were related to overall end of kindergarten DIBELS Next reading scores. Additionally, overall high frequencies of home interactions were not related to rates of improvement on the DIBELS Next phoneme segmentation fluency subtests. Limitations in the outcome measure, timing of the study, and lack of variability in the outcome scores may have produced non-significant results. Implications for school psychologists and directions for future research are discussed.

ISBN: 9781339672847Subjects--Topical Terms:

516948
Developmental psychology.

Home-based parent involvement and its relationship to basic early literacy skills in kindergarten.
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020 $a 9781339672847
035 $a (MiAaPQ)AAI10103726
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100 1 $a Robinson, Erin E. $3 2127646
245 1 0 $a Home-based parent involvement and its relationship to basic early literacy skills in kindergarten.
300 $a 130 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-09(E), Section: B.
500 $a Adviser: Lynanne Black.
502 $a Thesis (D.Ed.)--Indiana University of Pennsylvania, 2016.
520 $a The purpose of the present study was to add to the current body of research on home-based parent involvement and early literacy development. The relationship between parent-child interactions reported on the Home Interactions Questionnaire (HIQ) and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Next assessment scores were examined. Families with kindergarten children (n=120) in a rural, low-income, mid-Atlantic school district completed the parent HIQ and archival, DIBELS Next assessment scores were analyzed. Results indicated there was no relationship between home-based parent involvement and basic early literacy skills. No specific type of parent-child interactions (e.g., reading with the child, working on academic skills with the child, playing with the child, engaging the child in mealtime conversations, etc.) were related to overall end of kindergarten DIBELS Next reading scores. Additionally, overall high frequencies of home interactions were not related to rates of improvement on the DIBELS Next phoneme segmentation fluency subtests. Limitations in the outcome measure, timing of the study, and lack of variability in the outcome scores may have produced non-significant results. Implications for school psychologists and directions for future research are discussed.
590 $a School code: 0318.
650 4 $a Developmental psychology. $3 516948
650 4 $a Early childhood education. $3 518817
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710 2 $a Indiana University of Pennsylvania. $b Educational and School Psychology. $3 1022741
773 0 $t Dissertation Abstracts International $g 77-09B(E).
790 $a 0318
791 $a D.Ed.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10103726