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Children of teenage mothers: School ...

University of North Texas.

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Children of teenage mothers: School readiness outcomes and predictors of school success.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Children of teenage mothers: School readiness outcomes and predictors of school success./
作者:	Brown, Amber L.
面頁冊數:	164 p.
附註:	Advisers: George Morrison; Arminta Jacobson.
Contained By:	Dissertation Abstracts International70-04A.
標題:	Education, Early Childhood. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3352077
ISBN:	9781109089714

Children of teenage mothers: School readiness outcomes and predictors of school success.
Brown, Amber L.

Children of teenage mothers: School readiness outcomes and predictors of school success. - 164 p.

Advisers: George Morrison; Arminta Jacobson.

Thesis (Ed.D.)--University of North Texas, 2008.

The purpose of this study was to examine the effects of teenage motherhood on the school readiness, literacy skills, and parental involvement of children participating in the Home Instruction for Parents of Preschool Youngsters (HIPPY) early intervention program, as well as make recommendations for optimal outcomes. Study children were participants in HIPPY at five diverse, urban school districts. Using a mixed method design, this study examined the results of quantitative measures of children's school readiness, literacy skills, and parent involvement along with qualitative data collected through mothers' responses to two, open-ended questions related to their satisfaction with HIPPY. According to results of independent samples t-test, mean scores on school readiness and parent involvement measures were not statistically significantly different for the children of teenage mothers and the children of traditional age mothers. However, there were moderate effect sizes for parent involvement and physical development indicating some practical significance. Chi-square results of literacy skills indicated that the children of teenage mothers were almost twice as likely [chi2 (1, N = 36) = 4.21, p < .05] to have literacy skills that were "not on grade level" according to scores on the TPRI/Tejas. Descriptive discriminant analysis (DDA) indicated that the multivariate relationship of the four parent involvement variables statistically significantly contributed to whether children born to teenage mothers had literacy skills on grade-level, but it was not significant for the children of traditional-age mothers. DDA analysis conducted on the school readiness variables did not yield any significant results. In addition, odds ratios conducted between literacy level and each of the parent involvement and school readiness variables indicated an increased probability of a child's literacy skills being on grade level when scores were high, but these increases were not statistically significant. While there were differences in literacy skills, teen mothers indicated, through their responses to two, open-ended questions, their desire to for more support for their children in this area.

ISBN: 9781109089714Subjects--Topical Terms:

1017530
Education, Early Childhood.

Children of teenage mothers: School readiness outcomes and predictors of school success.
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