The article reviews research on parental involvement in student homework. It is focused on understanding: why parents become involved in their children's homework; which activities and strategies they employ in the course of involvement; how their homework involvement influences student outcomes; and which student outcomes are influenced by parents' involvement. Findings suggest that parents involve themselves in student homework because they believe that they should be involved, believe that their involvement will make a positive difference, and perceive that their children or children's teachers want their involvement. Parents' involvement activities take many forms, from establishing structures for homework performance to teaching for understanding and developing student learning strategies. Operating largely through modeling, reinforcement, and instruction, parents' homework involvement appears to influence student success insofar as it supports student attributes related to achievement (e.g., attitud...

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Parental Involvement in Homework

The home literacy environment (HLE) is an important variable in the development of a number of developmental and educational outcomes; however, a number of questions concerning its conceptualization and relations to diverse outcomes are unanswered. This study examined the relations of six different conceptualizations of the HLE to oral language, phonological sensitivity, and early literacy development in a longitudinal sample of 115 preschoolers. Multiple regression and correlational analyses indicated that each of the HLE conceptualizations was consistently related to the outcomes studied. However, the magnitude of the relations varied considerably across outcomes and when other developmental predictors were taken into account. These results indicate that future examinations of the HLE and its role in the development of language and literacy skills need to take into account the manner in which the home environment is conceptualized.

El contexto de alfabetizacion del hogar (HLE) es una variable importante en el desarrollo de una cantidad de consecuencias evolutivas y educativas; sin embargo hay un gran numero de interrogantes sin respuesta referidos a su conceptualizacion y relaciones con los diversos efectos. Este estudio examino las relaciones de seis conceptualizaciones diferentes del HLE con el lenguaje oral, la sensibilidad fonologica y el desarrollo temprano de la lectoescritura en una muestra longitudinal de 115 ninos de Jardin. Los analisis de regresion multiple y correlacionales indicaron que cada una de las conceptualizaciones del HLE se relaciono consistentemente con los efectos estudiados. Sin embargo, la magnitud de las relaciones vario considerablemente segun los efectos, asi como tambien cuando se tuvieron en cuenta otros predictores evolutivos. Estos resultados indican que los estudios futuros sobre el HLE y su papel en el desarrollo de las habilidades de lenguaje y lectoescritura deben tomar en consideracion la forma en la que se conceptualiza el contexto del hogar.

Die hausliche Schreib- und Leseumgebung (HLE = Home Literacy Environment) ist ein wichtiger Faktor bei der Gestaltung einer Anzahl entwicklungsbedingter und erzieherischer Folgeergebnisse; dennoch bleiben viele Fragen in Bezug auf ihre Konzeptualisierung und Relationen zu verschiedenen Auswirkungen unbeantwortet. Diese Studie untersucht die Relationen von sechs verschiedenen Konzeptualisierungen der HLE zur gesprochenen Sprache, phonologischen Sensitivitat und fruher Schreib- und Leseentwicklungen in einem Langzeitbeispiel mit 115 Vorschulern. Mehrfachregression und Korrelationsanalysen zeigten, dass jede der HLE Konzeptualisierungen mit den untersuchten Ergebnissen ubereinstimmte. Jedoch variierte das Ausmas der Beziehungen betrachtlich quer durch die Ergebnisse und sobald andere Entwicklungseinflusse in Rechnung gezogen wurden. Diese Ergebnisse zeigen, das zukunftige Untersuchungen der HLE und deren Rolle in der Entwicklung von Sprache und Schreib- bzw. Lesefertigkeiten die Umstande in Rechnung ziehen mussen, in der die hausliche Umgebung konzeptualisiert ist.

L'environnement ecrit familial (EEF) est une variable importante du developpement de nombreux aspects du developpement et del'education toutefois, nombre de questions concernant sa conceptualisation et ses relations avec differents aspects demeurent sans reponses. Cette etude a porte sur les relations de six conceptualisations differentes de l'EEF sur le langage oral, la sensibilite phonologique, et les premiers developpements de la litteratie a l'aide d'un echantillon de 115 enfantsd'âge prescolaire suivis longitudinalement. Des analyses de regression multiple et des correlations ont montre que chacune des conceptualisations de l'EEF est fortement liee aux aspects etudies. Cependant, l'ampleur de ces relations varie considerablement d'un aspect a l'autre et quand d'autres predicteurs du developpement sont pris en consideration. Ces resultats montrent que les etudes ulterieures de l'EEF et de son role sur le developpement des competences en matiere de langage et de litteratie devront prendre en consideration la facon dont on conceptualise l'environnement familial.

Relations of the home literacy environment (HLE) to the development of reading-related abilities: A one-year longitudinal study

This article reviews the growing literature on home and family influences on children's motivations for reading. Children whose early encounters with literacy are enjoyable are more likely to develop a predisposition to read frequently and broadly in subsequent years. Young children's self-initiated interactions with print at home are important behavioral indexes of emerging motivations for reading. Shared storybook reading plays an important role in promoting reading motivations; when the socioemotional climate is positive, children are more interested in reading and more likely to view it as enjoyable. The beliefs held by children's parents about the purposes of reading and how children learn to read relate to children's motivations for reading. Parents who believe that reading is a source of entertainment have children with more positive views about reading than do parents who emphasize the skills aspect of reading development. These findings have important implications for offering guidance to parents...

Home and family influences on motivations for reading

Home environments and young Latino children's school readiness

This study investigated the family reading behavior of 233 preschool children from low-income backgrounds who were attending Head Start. Parents completed a survey of their family reading behavior, including Child Reading, Parent Reading Interest, and Parent–Child Reading Interaction, and provided demographic data on their educational level, parent and child age, and family size. Children's receptive vocabulary, story and print concepts, letter knowledge, and general emergent literacy skills were assessed in the fall of their preschool year. Analyses focused on the variation in family reading behavior, the relationship between different dimensions of family reading behavior, and the contribution of family reading behavior to early literacy skills. Results indicated that Parent–Child Reading Interaction and Child Reading Interest were significantly related to children's early literacy skills. In addition, multiple regression analyses indicated that Parent–Child Reading Interaction was a small yet significa...

Family Reading Behavior and Early Literacy Skills in Preschool Children From Low-Income Backgrounds

This study assessed the psychometric properties of an instrument designed to measure parents' beliefs about the goals and process of reading aloud to young children. 155 parents of children ages 2 to 5 years completed the Parent Reading Belief Inventory. The inventory's items formed a single factor with high scores reflecting beliefs consistent with current theories of language acquisition and emergent literacy. The inventory had acceptable internal consistency (coefficients alpha for the scales ranged from .50 to .85) and short-term test-retest reliability of .79. When parental education and income were controlled, inventory scores remained significantly correlated .36 with self-report measures of parents' own book-reading habits, .40 with children's interest in books, and .30 with children's exposure to joint book-reading activities. Scores also showed significant partial correlations with the observed frequency of parental questions (.65) and responsiveness to children's speech (.41) during book-readin...

Development of an Instrument for Measuring Parental Beliefs about Reading Aloud to Young Children

Subjects in this exploratory study were 19 five‐ to six‐year‐old children and their mothers. Mothers completed surveys of family literacy practices and beliefs about early reading Instruction and children's emergent literacy skills were assessed. Results showed that one group of mothers held implicit theories that resembled whole language models of literacy Instruction. A second group of mothers held views that resembled a phonics orientation, while a smaller group of mothers had more varied and idiosyncratic beliefs. Mothers’ implicit theories were associated with their modeling of literacy behaviors, helping their children write, and with their children's independent exploration of writing and current levels of literacy skill. Results point to the importance of parents’ implicit developmental theories and the heed to understand how parental belief systems affect the roles that families play in literacy acquisition.

Mothers' Implicit Theories of Early Literacy Instruction: Implications for Children's Reading and Writing.

Twenty children aged 5 and 6 years were observed attempting to write a letter alone and with their mothers' assistance. Children produced more sophisticated products with adult mediation, using conventional spelling, writing longer messages, and using more mechanical details such as punctuation and salutations. Children's self-talk about the meaning of the message was associated with higher product quality in the solo task. Interactive talk about conventions (spelling, page placement, etc.) was associated with dyadic product quality. Children's rank order for message length and conventional details was maintained across tasks. Evidence of maternal fine-tuning of scaffolding behaviors in response to the child's independent level of print performance was revealed in a qualitative analysis of dyadic interaction. Most mothers appeared to have a sense of the developmental progression of writing skills.

https://journals.sagepub.com/doi/pdf/10.1080/10862969609547911

Janeen C. Binder

Papers

Development of an Instrument for Measuring Parental Beliefs about Reading Aloud to Young Children

Mothers' Implicit Theories of Early Literacy Instruction: Implications for Children's Reading and Writing.

What a Parent Brings to the Table: Young Children Writing with and without Parental Assistance

Parent Reading Belief Inventory

and without Parental Assistance What a Parent Brings to the Table: Young Children Writing with