Experimental Evaluation of the Value Added by Raising a Reader and Supplemental Parent Training in Shared Reading

Anthony, Jason L.; Williams, Jeffrey M.; Zhang, Zhoe; Landry, Susan H.; Dunkelberger, Martha J.

doi:10.1080/10409289.2013.812484

Cited by 29 publications

(25 citation statements)

References 32 publications

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“…The first study was a longitudinal correlational study (Anthony, Williams, Aghara, Denkelberger, Novak, & Mukherjee, 2010; Anthony Williams, McDonald, & Francis, 2007). The second was a randomized, controlled evaluation of a book rotation program and a program to train parents in optimal shared reading strategies (Anthony, Williams, Xhang, Landry, & Dunkelberger, 2012). Both projects involved testing the same children at multiple points in time during a given school year.…”

Section: Methodsmentioning

confidence: 99%

IRTs of the ABCs: Children's letter name acquisition

Phillips

Piasta

Anthony

et al. 2012

Journal of School Psychology

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We examined the developmental sequence of letter name knowledge acquisition by children from 2 to five years of age. Data from 2 samples representing diverse regions, ethnicity, and socioeconomic backgrounds (ns = 1074 & 500) were analyzed using item response theory (IRT) and differential item functioning techniques. Results from factor analyses indicated that letter name knowledge represented a unidimensional skill; IRT results yielded significant differences between letters in both difficulty and discrimination. Results also indicated an approximate developmental sequence in letter name learning for the simplest and most challenging to learn letters -- but with no clear sequence between these extremes. Findings also suggested that children were most likely to first learn their first initial. We discuss implications for assessment and instruction.

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Section: Methodsmentioning

confidence: 99%

IRTs of the ABCs: Children's letter name acquisition

Phillips

Piasta

Anthony

et al. 2012

Journal of School Psychology

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“…In addition, home visitors coached parents in interactive reading strategies, showing them how to ask questions and talk with children about the story characters and story events during parent-child reading sessions (e.g., Justice & Ezell, 2000; Mol, Bus, de Jong, & Smeets, 2008). A meta-analysis by Mol et al (2008) found that interactive reading interventions promoted gains in measures of children’s expressive and receptive vocabulary ( d = .59 and .22, respectively), and additional studies suggested that coaching parents to use interactive reading strategies enhanced the effects of classroom reading interventions (Anthony, Williams, Zhang, Landry, & Dunkelberger, 2014; Jordan et al, 2000). REDI-P also encouraged parent-child conversations, by providing games with embedded questions, and by providing ideas for interactive dramatic play (Madden, O’Hara, & Levenstein, 1984).…”

Section: Promoting Parent Support For Learning To Enhance Kindergartementioning

confidence: 99%

Promoting parent academic expectations predicts improved school outcomes for low-income children entering kindergarten

Loughlin-Presnal

Bierman

2017

Journal of School Psychology

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This study explored patterns of change in the REDI (Research-based Developmentally Informed) Parent program (REDI-P), designed to help parents support child learning at the transition into kindergarten. Participants were 200 prekindergarten children attending Head Start (55% European-American, 26% African American, 19% Latino, 56% male, Mage = 4.45 years, SD = .29) and their primary caregivers, who were randomized to a 16-session home-visiting intervention (REDI-P) or a control group. Extending beyond a prior study documenting intervention effects on parenting behaviors and child kindergarten outcomes, this study assessed the impact of REDI-P on parent academic expectations, and then explored the degree to which intervention gains in three areas of parenting (parent-child interactive reading, parent-child conversations, parent academic expectations) predicted child outcomes in kindergarten (controlling for baseline values and a set of child and family characteristics). Results showed that REDI-P promoted significant gains in parent academic expectations, which in turn mediated intervention gains in child emergent literacy skills and self-directed learning. Results suggest a need to attend to the beliefs parents hold about their child’s academic potential, as well as their behavioral support for child learning, when designing interventions to enhance the school success of children in low-income families.

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“…One meta-analysis suggested that effects on parenting skills measured by home observations were highest for lower risk (non-adolescent, middle-class) parents (Bakermans-Kranenburg, van IJzendoorn, & Bradley, 2005), whereas another analysis of six studies suggested that the parents who gained the most in terms of positive behavior management skills were those with the lowest pre-intervention skill levels (Beauchaine, Webster-Stratton, & Reid, 2005). Similarly, two studies of preschool children suggest that children may benefit more from school readiness interventions when they start programs with low levels of the skills being taught (Anthony et al, 2014) or have risk factors associated with low school readiness (e.g., developmental concerns, disabilities, and non-English speakers; Sheridan et al, 2011). …”

Section: Evidence Of Moderation In Parenting Programs Targeting Childmentioning

confidence: 99%

“…Correspondingly, it was hypothesized that pre-intervention parent support levels would moderate child literacy outcomes, with higher levels of parent support at pre-intervention associated with the enhanced acquisition of child literacy skills. It was further hypothesized that children with lower literacy skills at pre-intervention would show the greatest gains with intervention (Anthony et al 2014). Given the mixed findings on parent skill acquisition, it was unclear whether higher (Bakermans-Kranenburg et al, 2005) or lower (Beauchaine et al, 2005) levels of parent pre-intervention support might enhance intervention gains in parent support.…”

Section: The Present Studymentioning

confidence: 99%

“…In addition, given the inter-dependence between parent support and child skills, understanding the impact of baseline child skills on parent teaching attempts and program impact is important as well (Anthony et al, 2014). This study examined initial (pre-intervention) levels of parent support and child literacy skills as potential moderators of the impact of the REDI ( Re search-based D evelopmentally I nformed) parent [REDI-P] program, an enriched home visiting program that included a home learning curriculum and evidence-based teaching strategies aligned with the REDI classroom program (Bierman et al, 2008).…”

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confidence: 99%

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Effects of parent and child pre-intervention characteristics on child skill acquisition during a school readiness intervention

Mathis

Bierman

2015

Early Childhood Research Quarterly

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200 preschool children in Head Start (55% girls; 20% Hispanic, 25% African-American, 55% European American; M age = 4.80 years old) participated in a randomized-controlled trial of a home visiting intervention designed to promote their emergent literacy skills (the Research-based Developmentally Informed parent [REDI-P] program). This study explored concurrent changes in levels of parent support and child literacy skills that occurred over the course of the intervention, and examined the impact of pre-intervention parent support and child literacy skills as potential moderators of parent and child outcomes. Cross-lagged structural equation models and follow-up analyses indicated that intervention had the strongest impact on child literacy skills when parents were high on support at the pre-intervention assessment. Conversely, the REDI-Parent program promoted the greatest gains in parent support when parents entered the program with low levels. These findings suggest that families may benefit from home visit school readiness interventions in different ways: child skill acquisition may be greatest when parents are initially high in support, whereas parenting may improve most when parents are initially low in support.

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Experimental Evaluation of the Value Added by Raising a Reader and Supplemental Parent Training in Shared Reading

Cited by 29 publications

References 32 publications

IRTs of the ABCs: Children's letter name acquisition

IRTs of the ABCs: Children's letter name acquisition

Promoting parent academic expectations predicts improved school outcomes for low-income children entering kindergarten

Effects of parent and child pre-intervention characteristics on child skill acquisition during a school readiness intervention

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