Family Involvement in School and Low-Income Children's Literacy: Longitudinal Associations between and within Families.

Dearing, Eric; Kreider, Holly; Simpkins, Sandra; Weiss, Heather B.

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Title: Family Involvement in School and Low-Income Children's Literacy: Longitudinal Associations between and within Families

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Title:	Family Involvement in School and Low-Income Children's Literacy: Longitudinal Associations between and within Families
Authors:	Dearing, Eric; Kreider, Holly; Simpkins, Sandra; Weiss, Heather B.
Descriptors:	Low Income Groups; Literacy; Academic Achievement; Longitudinal Studies; Elementary School Students; Student Diversity; Parent Participation; Educational Attainment; High Risk Students; Ethnic Groups; Family School Relationship; Family Involvement; Risk Management
Source:	Journal of Educational Psychology, v98 n4 653-664 Nov 2006
More Info: Help Peer Reviewed:	Yes
Publisher:	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications.
Publication Date:	2006-11-00
Pages:	12
Pub Types:	Journal Articles; Reports - Research
Abstract:	Longitudinal data from kindergarten to 5th grade on both family involvement in school and children's literacy performance were examined for an ethnically diverse, low-income sample (N = 281). Within families, increased school involvement predicted improved child literacy. In addition, although there was an achievement gap in average literacy performance between children of more and less educated mothers if family involvement levels were low, this gap was nonexistent if family involvement levels were high. These results add to existing evidence on the value of family involvement in school by demonstrating that increased involvement between kindergarten and 5th grade is associated with increased literacy performance and that high levels of school involvement may have added reward for low-income children with the added risk of low parent education. As such, these results support arguments that family involvement in school should be a central aim of practice and policy solutions to the achievement gap between lower and higher income children.
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Record Type:	Journal
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ISSN:	ISSN-0022-0663
Audiences:	N/A
Languages:	English
Education Level:	Elementary Education
Direct Link:	http://content.apa.org/journals/edu/98/4/653

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