u3QtN

Form of
Parental
Involvement
Citation
Age Group /
Study Design
Type of Study /
N (Number) /
Sample Cognitive/Socio-Emotional/Behavioral Outcome(s) Overall / Other Results
receptive vocabulary was assessed using the PPVT-
III.
*Study of family
involvement at
home (reading at
home; 11 home
practices, such
as talking about
letters) and at
school
(volunteering),
as well as
communicationbased
and Head
Start family
outreach
LH, FIS
Hindman, A. H., and
Morrison, F. J.
(2011). Family
involvement and
educator outreach in
Head Start: Nature,
extent, and
contributions to early
literacy skills.
Elementary School
Journal, 111(3), 359-
386.
PK
Longitudinal
hierarchical
linear model
(HLM)
Academic skills
assessed in fall
and spring;
parental home
involvement
interviews in
fall and spring
as well as
school and
communicationbased
involvement
N = 3,100
children and
families enrolled
in Head Start
Family and Child
Experiences
Survey (FACES)
33% African-
American,
34% white,
29% Hispanic,
5% other
HLM analyses revealed that family home involvement
(letters and words) positively related to decoding
skills (WJLWI-R) of children b = 1.30, p = < 0.05).
Family shared book reading related to vocabulary (b =
0.25** [PPVT-III]).
Family school involvement (volunteering) related
positively to vocabulary (b = 0.54***).
Family home involvement –– including teaching
about letters and words, conversations, and counting
games –– all had positive impacts on approaches to
learning (7 items on approaches to learning and
willingness to try new things [Zill, 2005]) (b = 0.18,
0.14, 0.21**).
Home visits from Head Start had positive
relationships to approaches to learning (b = 0.12**).
Center outreach encouraging reading related
positively to family home involvement (b = 0.17, p =
< 0.05), and center invitations and communication
related positively to family in-school involvement (b
= 0.09, p = < 0.05).
Head Start families were
often involved in
activities related to the
learning of their
children, and Head Start
educators reached out.
Both of these factors
related to children’s
decoding, vocabulary,
and positive approaches
to learning,
demonstrating the
importance of these
connections for
children’s early literacy
and development.
*Three aspects
of parenting
behavior
(materials and
home learning
environment
[HLE]); warmth,
Hindman, A. H., and
Morrison, F. J.
(2012). Differential
contributions of three
parenting dimensions
to preschool literacy
and social skills in a
PK
Not
longitudinal
Path model
N = 229 PK
children (half in
PK year just
before K and
other half in PK)
80% white,
HLE (home learning environment) significantly
predicted code-related skills: alphabet knowledge (β =
0.24***), decoding (β = 0.21** [WJLWI]), and
cooperation (β = 0.17* [Social Skills Rating System-
Parent Version]).
Book reading approached significance with
vocabulary (expressive [Woodcock-Johnson III
This study supports the
notion of a
multidimensional
construct of parenting
behavior in support of
literacy, including HLE,
WSE, and MD. Each of
Appendix Table A.1
94