Dissertation/Thesis Abstract

The connections between family characteristics, parent-child engagement, interactive reading behaviors, and preschoolers' emergent literacy
by Moss, Katie Marie, Psy.D., Alfred University, 2016, 135; 10117965
Abstract (Summary)

This study examined the relationship of family characteristics (i.e., SES and race), parent-child engagement, and interactive reading behaviors on preschooler’s emergent literacy scores. This study used a structural equation model to examine variables that impact emergent literacy development by evaluating data from the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B), a nationally representative sample of children from birth until kindergarten. The data from the two year and preschool wave were analyzed using a sample size rounded to 550 cases. This was a longitudinal study that examined parent-child engagement at two years old, interactive reading behaviors at four years old, and how children scored on early literacy measures at four years old. Additionally, the family characteristics of SES and race were separated out to examine individual relationships with the other variables in this study. Findings indicated that SES was significantly related to parent-child engagement and emergent literacy skills. Further, SES was more important than race, which was only significantly related only to parent-child engagement. This study also found that parent-child engagement is significantly related to emergent literacy skill development. Yet, joint reading behaviors between parents and children were not significantly related to emergent literacy skill development. The implications on how researchers can use this information to create more applicable interventions to target parents of any SES level are discussed to encourage greater early literacy exposure within the home environment.

Indexing (document details)
Advisor: Atlas, Jana
Commitee: Burch, Andrea, Greil, Arthur, O'Connell, Lynn
School: Alfred University
Department: Division of Counseling and School Psychology
School Location: United States -- New York
Source: DAI-A 77/11(E), Dissertation Abstracts International
Subjects: Early childhood education, Literacy, Reading instruction
Keywords: Early literacy development, Interactive reading behaviors, Parent-child engagement, Preschool reading scores, Socioeconomic status
Publication Number: 10117965
ISBN: 978-1-339-79334-4
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