The current research base includes gaps in the understanding of the influence of home environmental factors on children's skills. This study built on the existing knowledge base of the variables contributing to children's early reading skills. The data for the present study was compiled from the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B). The study examined preschool children's early literacy skills and the impact of the family background, parent-child attachment, home reading, and the supportiveness of the parent during literacy interactions. The direct and indirect impacts of the variables on early literacy skills were explored through path analysis. The study found that the socioeconomic status of the family had the most robust impact on early literacy skills compared to the other variables. Direct effects were also found for the other variables (i.e., parent-child attachment, home reading, and supportiveness) on early literacy skills; however, none were as strong as the socioeconomic status of the family. Additionally, the study did not find that attachment, home reading, or supportiveness mediated the relationship between the other variables. The significant impact of socioeconomic status in the present study suggests the importance of including parents in literacy interventions for children. This suggests the need for interventions to employ multi-generational approaches in order to most effectively impact the literacy development of children.
|Commitee:||Faherty, Ellen, Greil, Arthur, O'Connell, Lynn|
|Department:||Division of Counseling and School Psychology|
|School Location:||United States -- New York|
|Source:||DAI-B 74/03(E), Dissertation Abstracts International|
|Subjects:||Early childhood education, Educational psychology, Developmental psychology|
|Keywords:||Children's early reading, Family background, Home literacy, Parent-child attachment, Path analysis, Supportiveness|
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