Impact of HIPPY on home learning environments of Latino families

Nievar, M. Angela; Jacobson, Arminta; Chen, Qi; Johnson, Ursula; Dier, Shannon

doi:10.1016/j.ecresq.2011.01.002

Cited by 35 publications

(33 citation statements)

References 37 publications

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“…Home-visiting programs have demonstrated success in predicting academic achievement (Nievar, Jacobson, Chen, Johnson, & Dier, 2011) and preventing child abuse (Eckenrode et al, 2000). Other programs, such as Avance and Triple P, provide parent education to low-income or at-risk families in a group setting (Bayer et al, 2009;Schaller, Rocha, & Barshinger, 2007).…”

Section: Resultsmentioning

confidence: 99%

Parenting Practices in Preschool Leading to Later Cognitive Competence: A Family Stress Model

Nievar

Moske

Johnson

et al. 2014

Early Education and Development

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Section: Resultsmentioning

confidence: 99%

Parenting Practices in Preschool Leading to Later Cognitive Competence: A Family Stress Model

Nievar

Moske

Johnson

et al. 2014

Early Education and Development

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“…Current evidence is limited because understanding of how programs' characteristics (e.g., trainers' characteristics, training intensity and targets, and delivery techniques) impact language practices across several families' SES and ethnicities has received little attention. In addition, only a few studies have shed light on how culturally and linguistically diverse families' beliefs and practices about language and literacy, bilingualism, and first language maintenance determine their participation in family literacy programs (e.g., Castro et al, 2012Delgado-Gaitán 2001Jimenez, Filippini & Gerber 2006;Melzi & Caspe, 2005;Tsybina & Eriks-Brophy, 2010;Reese & Gallimore, 2000;Nievar et al, 2011).…”

Section: Limitation Of Current Evidencementioning

confidence: 99%

“…Trainer's characteristics. Reliable trainers able to effectively and consistently deliver programs' objectives and content is a key component associated with more effective family literacy programs (e.g., Kaminski, Valle, Filene, & Boyle, 2008;Manz et al, 2010;Nievar, et al, 2011;van Steensel et al, 2011;Robert & Kaiser, 2011). Training fidelity, on the other hand, seems to vary with the trainer characteristic and families in the program (McElvany & Steensel 2009).…”

Section: Limitation Of Current Evidencementioning

confidence: 99%

“…The Home Instruction of Parents of Preschool Youngsters (HIPPY) program is a family literacy program that teaches parents from different ethnicities and SES how to support their three to five year-old children's language, cognitive, and literacy development (Baker, Piotrkowski, & Brooks-Gunn, 1998, 1999. Nievar, Jacobson, Chen, Johnson, and Dier (2011) specifically examined the effects of the HIPPY program on low-income Latino parents' language and literacy practices and their young children's oral and cognitive skills. Fifty-four Spanishspeaking mothers and their young children participated in the study.…”

Section: Limitation Of Current Evidencementioning

confidence: 99%

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Effects of a Family Literacy Program for Latino Parents: Evidence From a Single-Subject Design

Mesa

Restrepo

2019

LSHSS

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Purpose This study investigated the effects of a family literacy program on Latino parents' language practices at home and their children's oral language skills. The study examined the extent to which (a) the program called Family Reading Intervention for Language and Literacy in Spanish was effective at teaching low-income, low-education Latino parents 3 language strategies (i.e., comments, high-level questions, and recasts) for reading aloud and (b) parent implementation of the target strategies influenced children's language skills. Method Five Latino mothers and their Spanish-speaking preschool children participated in a multiple-baseline, single-subject design across participants. Program initiation was staggered across the mothers after obtaining a stable baseline. Data on parent and child outcomes were collected across 3 experimental conditions: baseline, intervention, and follow-up. This study employed visual data analysis (e.g., level, trend, variability) to examine the program effects on parent and child outcomes. Results The program had an important effect on parental use of comments and high-level questions, but less impact on recasts. In addition, the program had a notable effect on the children's use of different words and conversational turns, less effect on inferences, and no effect on the mean length of utterance in words. Conclusion Family Reading Intervention for Language and Literacy in Spanish is an effective program to extend and enrich the reading practices that low-income children from a culturally and linguistically diverse background experience at home. The results have implications for family literacy programs aimed at minority Spanish-speaking families.

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“…Although current research of the effects of programs of such a kind raise questions of different effects in rural and urban areas (McCoy et al, 2016), or are related to child's gender or program service model, for example, whether it includes home visitation component or not (Miller, Farkas, & Duncan, 2014), most of the data firmly underlines that exposure to quality programs may be important for children from families at risk, i.e. children in non-parental care, from low income families (Magnuson & Shager, 2010), minority children (Duncan & Sojourner, 2013;Stahmer & Carter, 2005), children with disabilities (Blackmore, Alyward, & Grace, 2016), and that effects may extend beyond child developmental outcomes (cognition, communication, social and emotional skills, autonomy) to better family and childcare outcomes (Johnson et al, 2012;Nievar et al, 2011). Research has also revealed the meaning of good quality ECEC programs not only related to structural and process quality, but also to naming the key elements, such as culturally sensitive practice when it comes to children from minority groups (Felfe & Huber, 2017) or integrated early intervention for children with developmental delays or disability (Odom, Buysse, & Soukakou, 2011).…”

Section: Introductionmentioning

confidence: 96%

Kindergarten As Protective Factor In Development Of Preschool Children From Risk Groups: Capacities perception of preschool teachers / Vrtić kao zaštitni čimbenik u razvoju predškolske djece iz rizičnih skupina: percepcija radnih kapaciteta odgajatelja

Vorkapić

Mihić

Matovina³

2019

Croatian Journal of Education

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The study included 161 preschool teachers from different kindergartens in Primorje-Gorski Kotar County. The Scale for assessing the risk conditions for children and capacity of kindergartens to work with families at risk was applied. It consists of two subscales that measure the level of risk conditions and preschool teachers' competences to work with children from risk groups (children: with disabilities, members of the Roma minority, safeguarded by the Social Services, the ones who come from families which provide a low level of stimulation, from families with chronically ill member(s), with divorced/divorcing parents, and whose mother suffers from depression). The higher levels of risk of particular conditions of preschool children and expected difficulties in their development were determined. Preschool teachers evaluated that they have moderate possibilities for work with children from families at risk, and estimated there is a higher level of benefit that children can have from being in kindergarten. The significant positive correlations between the levels of risk, the expected difficulties and the benefit that children could have from being in kindergarten, but only for some of the explored types of risk, were determined. The contribution of this study lies in the significant implications for improving educational practices in the direction of articulating the needs for further education of preschool teachers in the context of different developmental risk.

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Impact of HIPPY on home learning environments of Latino families

Cited by 35 publications

References 37 publications

Parenting Practices in Preschool Leading to Later Cognitive Competence: A Family Stress Model

Parenting Practices in Preschool Leading to Later Cognitive Competence: A Family Stress Model

Effects of a Family Literacy Program for Latino Parents: Evidence From a Single-Subject Design

Kindergarten As Protective Factor In Development Of Preschool Children From Risk Groups: Capacities perception of preschool teachers / Vrtić kao zaštitni čimbenik u razvoju predškolske djece iz rizičnih skupina: percepcija radnih kapaciteta odgajatelja

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