The relationship between parent—child interactions and early literacy skills for 27 families living in low-income households was examined. Parent—child interactions in “simulated” daily experiences were videotaped when the children were 14, 24, and 36 months old. These tapes were coded with the Parent-Infant/Toddler Interaction Coding System (PICS; Dodici & Draper, 2001), a scale that rates child language, parent language, emotional tone, joint attention, parental guidance, and parental responsivity. These behaviors were related strongly to early literacy skills in the areas of receptive vocabulary, symbolic representation, and phonemic analysis, which were measured in the spring prior to kindergarten entry. In addition, observed parent—child interactions were better predictors of early literacy skills than was a parent report of home literacy experiences.
The purpose of this study was to investigate the relationship of academic achievement to four categories of social status including popular, rejected, isolated, and amiable, and to the variables of peer acceptance and social impact. Subjects were 145 elementary school children, grades 3 through 6. The children responded to a questionnaire designed to assess peer acceptance as well as rejection. Data consisted of (a) acceptance scores based on the predominance of either acceptance or rejection responses from peers and (b) social impact scores based on the number of children who mentioned a given child either positively or negatively. These scores were correlated with each child’s Iowa Test of Basic Skills composite score. Pooled-within correlations indicated that acceptance correlated positively and significantly with academic achievement, whereas social impact correlated negatively and significantly with achievement. Children above average in achievement were significantly more often considered amiable or popular than rejected or isolated. They were just as likely to be considered amiable as popular. Students below average in achievement were significantly more often rejected than were above average students. When they were given positive mention, these youngsters were more often considered amiable than popular.
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