A 3-Year Study of a School-Based Parental Involvement Program in Early Literacy

Crosby, Susan; Rasinski, Timothy V.; Padak, Nancy; Yıldırım, Kasım

doi:10.1080/00220671.2013.867472

Cited by 30 publications

(22 citation statements)

References 23 publications

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“…Specifically, parents of children with better notating skills were more likely to mediate in an autonomy-supportive manner by allowing or encouraging children to find ways to encode the information. This finding supports previous research indicating the positive link between parents who encourage and support the child's interests, rather than their own, and children's task performance (Assor, Kaplan, & Roth, 2002;Leyva et al, 2012;Crosby et al, 2015;Indriati, 2016).…”

Section: Discussionsupporting

confidence: 81%

Parents’ talk and early literacy in preschool children

Dabiri

2018

JEFL

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In this research, children's early understanding of the functions of print and parents' mediation, talk about the purpose of writing, and their elaborative reminiscing talk was investigated in Persian preschoolers. The study was a mixed-method type of research. Preschool children (seventeen girls and thirteen boys) and their mothers participated in the study. In order to obtain data, they were involved in a task game (a grocery-list task) obtained from the experts and they discussed a past event together. Analyses of the obtained data revealed that children with better notating skills had parents who provided more assistance when notating and used more elaborative talk, but did not talk more about the purpose of writing. The results suggested that in pre-school years, what parents did and said may play a role in children's symbolic, numeracy, and literacy development, although it did not relate to children's mastery of the conventions of print. Finding this continuity is important because it helps researchers revise and bridge theories about parenting and children's early literacy and numeracy and symbolic development. Keywords: early literacy, prescholers, notating skillsHow to cite this paper: Dabiri, A. (2018

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Section: Discussionsupporting

confidence: 81%

Parents’ talk and early literacy in preschool children

Dabiri

2018

JEFL

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“…In the literature, varying components of parental involvement have been broadly grouped into home- and school-based parental involvement (Jeynes, 2012). While both forms are positively associated with student achievement, socioemotional development, and mental health, home-based parental involvement (e.g., parent–child shared reading) has generally exhibited larger positive associations than school-based (e.g., volunteering in school) parental involvement (Crosby, Rasinski, Padak, & Yildirim, 2015; Elias, Patrikakou, & Weissberg, 2007). Despite potential benefits of parental involvement, scholars have found that families may encounter barriers to parental involvement, and that conventional parental involvement activities tend to decline as children become older (Baquedano-López et al, 2013; Bhargava & Witherspoon, 2015; López et al, 2001).…”

Section: Literature Reviewmentioning

confidence: 98%

Parental Empowerment, Involvement, and Satisfaction: A Comparison of Choosers of Charter, Catholic, Christian, and District-Run Public Schools

Hamlin

Cheng

2019

Educational Administration Quarterly

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Purpose: This study investigates parental empowerment, involvement, and satisfaction in charter, Catholic, Christian, and district-run public schools. The analyses of these indicators across school types also differentiate parents who chose district-run public schools through residential selection from those who did not. Research Design: A survey of 1,699 parents residing in Indiana was linked to school-level administrative data for the analyses. Parents in schools of choice were first compared with parents in district-run public schools using controls for demographic, school, and geographic characteristics. Parents in schools of choice were then compared with parents who chose district-run public schools through residential selection. Findings: Patterns were largely consistent with charter, Christian, and Catholic schools exhibiting greater parental empowerment, involvement, and satisfaction relative to district-run public schools. However, when parents in these schools of choice were compared with parents who chose district-run public schools through residential selection, these differences decreased. Strong negative relationships with parental empowerment, involvement, and satisfaction were observed for parents who did not choose district-run public schools through residential selection. Conclusions: This study highlights the importance of parental selection into district-run public schools through choice of residence—a typically unobserved form of school selection in the literature. In district-run public schools, results suggest that deliberate strategies may be needed to support nonchoosers. Findings also indicate a need for future research on possible approaches that leaders use in different school types that contribute to greater parental empowerment, involvement, and satisfaction.

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“…The researcher adopted the parental involvement strategy questionnaire developed by Abulon (2016) [3] of the Philippine Normal University. The second set of instrument was a questionnaire checklist intended for the teachers which deals with their common problems encountered in involving parents in social activities, and in providing mentoring activities to their children.…”

Section: Research Instrumentmentioning

confidence: 99%

Parental Involvement Strategies Vis-à-Vis Academic Performance of Junior High School Students in Mathematics

Aquino¹,

Sabio²,

Vigonte³

et al. 2019

IJIET

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This study covered 237 students of Angat National High School in Taboc, Angat, Bulacan-Philippines particularly the students of Junior High School department for the 2nd Grading Period of the Academic Year 2017-2018. This was delimited to 40 percent sample randomly chosen from the population of 581junior high school, and the 237 parents of the total student respondents. Descriptive correlational method of research was utilized in this study with questionnaire as the main instrument for gathering data. Academic performance was quantified using the grade point average of students in Mathematics. 23 students or 9.7 percent were in the "advanced proficiency level in Mathematics. Generally, the overall performance of the students in Mathematics may be described as "approaching proficiency. The results of analysis of variance revealed and F-ratio of .990 with associated probability of p=.422 which indicates that the parental involvement strategies like mentoring, parental involvement initiatives, awarding scheme and achievement recognition affect the academic performance of the students in Mathematics but not to a significant extent. Since the associated probabilities of the coefficients were found to be higher than the significance level set at .05, it was found to be non-significant. The null hypothesis is sustained. Conclusions were drawn and recommendations were offered.

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A 3-Year Study of a School-Based Parental Involvement Program in Early Literacy

Cited by 30 publications

References 23 publications

Parents’ talk and early literacy in preschool children

Parents’ talk and early literacy in preschool children

Parental Empowerment, Involvement, and Satisfaction: A Comparison of Choosers of Charter, Catholic, Christian, and District-Run Public Schools

Parental Involvement Strategies Vis-à-Vis Academic Performance of Junior High School Students in Mathematics

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