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The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievement and Adjustment: a literature review

We examined whether storybook exposure and the amount of teaching in reading and writing skills reported by middle class parents were related to the oral-language skills (receptive vocabulary, listening comprehension, and phoneme awareness) and the written-language skills (concepts about book reading, alphabet knowledge, reading CVC words, and invented spelling) of children in kindergarten (n = 110) and Grade 1 (n = 47). Hierarchical regression analyses that controlled for parents' print exposure and children's age and analytic intelligence showed that storybook exposure explained statistically significant unique variance in children's oral-language skills but not in their written-language skills. In contrast, parent teaching explained statistically significant unique variance in children's written-language skills but not in their oral-language skills. These findings are consistent with the hypothesis that storybook exposure may enhance children's oral-language skills whereas additional support in the form of teaching may be necessary to enhance written-language skills. At the end of Grade 1, children's oral and written language performance accounted for 20% of the variance in word reading, but storybook exposure and parent teaching did not account for additional statistically significant unique variance. These findings suggest that the association between early home literacy experiences and later reading skills may be mediated through children's oral- and written-language skills.

EXAMINAMOS SI la exposicion a libros de cuentos y la cantidad de experiencias de ensenanza de habilidades de lectura y escritura, obtenidas a partir de los informes de padres de clase media, estaban relacionadas con las habilidades de lenguaje oral (vocabulario receptivo, comprension oral y concienca fonologica) y con las habilidades de lenguaje escrito (conceptos sobre la lectura de libros, conocimiento del alfabeto, lectura de palabras CVC y escrituras inventadas). Participaron del estudio ninos de preescolar (n = 110) y 1er. Grado (n = 47). Los analisis de regresion jerarquica, controlando la exposiscion a la lengua escrita de los padres y, la edad de los ninos y la inteligencia analitica, mostraron que la exposicion a libros de cuentos explico una proporcion unica estadisticamente significativa de la variancia en las habilidades de lenguaje oral pero no en las habilidades de lenguaje escrito. Por el contrario, la ensenanza de los padres explico una proporcion unica estadisticamente significativa de la variancia en las habilidades de lenguaje escrito pero no en las habilidades de lenguaje oral. Estos hallazgos son consistentes con la hipotesis de que la exposicion a libros de cuentos puede mejorar las habilidades de lenguaje oral de los ninos, en tanto que puede ser necesario un apoyo adicional en la forma de ensenar para mejorar las habilidades de lenguaje escrito. A fines de 1er. Grado, el desempeno oral y escrito de los ninos dio cuenta del 20% de la variancia en lectura de palabras, pero la exposicion a libros de cuentos y la ensenanza de los padres no explico una proporcion adicional estadisticamente significativa de la variancia. Estos hallazgos sugieren que la asociacion entre las experiencias de alfabetizacion tempranas en el hogar y las habilidades de lectura posteriores pueden estar mediadas por las habilidades de lenguaje oral y escrito de los ninos.

UNTERSUCHTEN, ob der Einflus von Geschichten und die Unterrichtsanzahl beim Vermitteln von Lese- und Schreibfertigkeiten, wie von Eltern der Mittelschicht berichtet, in einer Beziehung mit den mundlichen Sprachfertigkeiten (rezeptiver Wortschatz, Horverstandnis und phonemische Aufnahmefahigkeit) standen, und verglichen sprachliche Schreibfertigkeiten (Konzepte zum Buchlesen, Kenntnis des Alphabets, Lesen von CVC [Consonant-Vowel-Consonant bzw. Konsonant-Vokal-Konsonant] Worten und ersonnenes Buchstabieren) von Kindern im Kindergarten (n = 110) und in der 1. Klasse (n = 47). Hierarchische Regressionsanalysen zur kontrollierten Bemessung des elterlichen Aufwands an Druckmaterial, dem Alter der Kinder und deren analytischer Intelligenz zeigten, das der Bucheinflus von Geschichten statistisch eine deutliche, ausgepragte Abweichung bei der Bemessung der mundlichen Sprachfahigkeiten bei diesen Kindern aufweist, jedoch nicht bei deren Schreibfahigkeiten. Im Widerspruch dazu ergab elterlicher Unterricht statistisch wesentliche Abweichungen bei den Schreibfertigkeiten der Kinder, jedoch nicht bei deren mundlichen Sprachfahigkeiten. Diese Erkenntnisse befinden sich im Einklang mit der Hypothese, das das Anbieten bzw. Lesen von Geschichten aus Buchern mundliche Sprachfertigkeiten steigern kann, wobei zusatzliche Unterstutzung in Form von Unterricht notig werden konnte, um schriftliche Sprachfahigkeiten zu fordern. Mit Abschlus der 1. Klasse betrug die Veranderung in der mundlichen und schriftlichen Sprachleistung 20% beim Lesen von Worten, jedoch konnte die Heranfuhrung an Geschichten aus Buchern und der elterliche Unterricht statistisch nicht mehr als besonders herausragende Abweichung nachgewiesen werden. Diese Befunde lassen vermuten, das die Verbindung zwischen fruhzeitigen Sprachausbildungserfahrungen zu Hause und spateren Leseleistungen durch erworbene mundliche und schriftliche Sprachfertigkeiten der Kinder vermittelt wird.

NOUS AVONS examine si l'exposition a la lecture de livres de jeunesse et la place faite a l'enseignement de la lecture et de l'ecriture, tels que rapportes par des parents de classe moyenne, sont lies aux competences en langue parlee (vocabulaire passif, comprehension du discours, et conscience phonemique) et ecrite (representation de la lecture de livres, connaissance de l'alphabet, lecture de mots CVC, et ecriture inventee) chez des enfants de maternelle (n =110) et de premiere annee (n = 47). Des analyses de regression hierarchique controlant l'exposition a l'ecrit par les parents, l'âge de l'enfant et l'intelligence analytique ont montre que l'exposition a la lecture de livres de jeunesse rend compte d'une variation statistiquement significative des competences en langue parlee des enfants, mais pas de leurs competences en langue ecrite. Par contre, l'enseignement effectue par les parents rend compte d'une variation statistiquement significative des competences en langue ecrite des enfants, mais non de leurs competences en langue parlee. Ces resultats sont en harmonie avec l'hypothese que l'exposition a la lecture de livres de jeunesse permet d'ameliorer les competences des enfants en langue parlee, tandis qu'un apport supplementaire sous forme d'enseignement peut s'averer necessaire pour ameliorer leurs competences en langue ecrite. En fin de premiere annee, la connaissance qu'ont les enfants du langage oral et ecrit rend compte de 20% de la variance en lecture de livres, alors que l'exposition a la lecture de livres de jeunesse et l'enseignement effectue par les parents n'apportent pas de contribution supplementaire a la variance. Ces resultats suggerent qu'il est possible que l'association entre les experiences initiales de lecture-ecriture a la maison et les competences ulterieures en lecture-ecriture soient mediatisees par les competences des enfants en langue orale et ecrite.

Differential Effects of Home Literacy Experiences on the Development of Oral and Written Language

This study investigates the influence of aspects of home and preschool environments upon literacy and numeracy achievement at school entry and at the end of the 3rd year of school. Individuals with unexpected performance pathways (by forming demographically adjusted groups: overachieving, average, and underachieving) were identified in order to explore the effects of the home learning environment and preschool variables on child development. Multilevel models applied to hierarchical data allow the groups that differ with regard to expected performance to be created at the child and preschool center levels. These multilevel analyses indicate powerful effects for the home learning environment and important effects of specific preschool centers at school entry. Although reduced, such effects remain several years later.

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Effects of the Home Learning Environment and Preschool Center Experience upon Literacy and Numeracy Development in Early Primary School

Policy discussions to ameliorate socioeconomic (SES) inequalities are increasingly focused on investments in early childhood. Yet such interventions are costly to implement, and clear evidence on the optimal time to intervene to yield a high economic and social return in the future is meagre. The majority of successful early childhood interventions start in the preschool years. However socioeconomic gradients in cognitive skills, socio-emotional functioning and health can be observed by age three, suggesting that preventative programmes starting earlier in childhood may be even more effective. We discuss the optimal timing of early childhood intervention with reference to recent research in developmental neuroscience. We motivate the need for early intervention by providing an overview of the impact of adverse risk factors during the antenatal and early childhood periods on outcomes later in life. We provide a brief review of the economic rationale for investing early in life and propose the “antenatal investment hypothesis”. We conclude by discussing a suite of new European interventions that will inform this optimal timing debate.

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Investing in early human development: timing and economic efficiency.

The relationship between the home environments of 66 children and their language and literacy development was examined. After accounting for child age, parent education, and child ability as indexed by scores on a rapid automatized naming task and Block Design of the WPPSI-R, shared book reading at home made no contribution to the prediction of the literacy skills of letter name and letter sound knowledge in kindergarten. In contrast, home activities involving letters predicted modest and statistically significant amounts of variance. For the areas of receptive vocabulary and phonological sensitivity, neither shared book reading nor letter activities were predictive. Follow-up to mid-Grade 2 underscored the importance of letter name/sound knowledge and phonological sensitivity in kindergarten in accounting for individual differences in later achievement in reading comprehension, phonological spelling, and conventional spelling.

Home literacy activities and their influence on early literacy skills.

The Meaning of Literacy From Exclusion to Involvement Understanding the Case for Involvement Working with Parents of Preschool Children Working with Parents of School-age Children A Closer Look at Hearing Reading Other Involvement The Need for Evaluation and Research Evaluation by Tests Evaluation by Participants What Have We Learned? What Do We Need To Know?

Literacy, Home and School: Research And Practice In Teaching Literacy With Parents

This article reports a study that explored young children’s digital literacy in the home. The aim of the study was to identify the range of digital literacy practices in which children are engaged in the home and to explore how these are embedded into family life and involve family members. Four children, two girls and two boys aged between 2 and 4 years, were the focus for study. Parents were co-researchers in the study in that they made written observations on children’s activities and captured practices using a digital camera and a digital camcorder over the period of 1 month. They took part in a series of interviews during the study in which they reflected on this data and were asked about related practices. Findings suggest that children were immersed in a range of multimedia, multimodal practices which involved extensive engagement with other family members who scaffolded their learning and delighted in the children’s technological capabilities. The article suggests that, in the light of socio-cultural developments in the new media age, a change in focus from ‘family literacy’ to ‘family digital literacy’ is required.

Young children’s initiation into family literacy practices in the digital age

Relatively few studies of family literacy programmes have investigated parents' experiences and whilst a number of such programmes have been specifically aimed at fathers, little is known about the involvement of fathers in programmes which target both mothers and fathers. This article reports fathers' involvement in a family literacy programme and their home literacy practices with their young children. The article provides a definition of family literacy and describes the context of the study, which was carried out in socio‐economically disadvantaged communities in a northern English city. Fathers' participation in their children's literacy was investigated through interviews at the beginning and end of the programme (n = 85) and home visit records made by teachers throughout the programme. Quantitative and qualitative analysis of these data indicate that, while fathers' participation in the family literacy programme was not easily visible, almost all fathers were involved to some extent in home literac...

Fathers' involvement in young children's literacy development: Implications for family literacy programmes

Summary. The reading attainment of working-class children, as indicated by reading test performance, is lower than that of other children but there is some evidence that it might be improved if their parents are involved more in the teaching of reading by hearing their children read at home. A study was carried out of a reading at home parental involvement project in a primary school serving a working-class area. The project was satisfactorily implemented and 76 children completed three years in it. Their reading test scores were compared to those of similar children who had passed through the school before the project. No significant improvement was found in test performance. The findings are discussed in relation to those of the Haringey Project (Tizard et al., 1982). It is hypothesised that the effects of this form of parental involvement may depend on the nature of home visiting which supports it, on the previous extent of parental involvement, or on whether the families concerned are from ethnic minorities. It is argued that there should be continued development and evaluation of parental involvement in the teaching of reading.

A study of the effects of parental involvement in the teaching of reading on children's reading test performance

The term 'family literacy' now figures prominently in the discourses of early childhood education, literacy and adult education in several English speaking countries. It can refer to a focus for research or to a kind of educational programme. This article distinguishes family literacy programmes which combine adult basic education for parents with early literacy education and parental involvement from other kinds of family literacy programmes and terms the former 'restricted' programmes. The rhetoric concerning restricted programmes, and relevant research, is examined in relation to five issues: the usage of the term 'family literacy'; the targeting of restricted programmes for selected families; the accessibility and take-up of such programmes; their educational effects; and their socio-economic effects. Drawing on evidence from Britain and the USA, it is argued that, although rhetoric has sometimes been informed by research, it has also obscured, misinterpreted, ignored and exaggerated research findings. Some implications for policy, practice and research are identified. The term 'family literacy' now figures prominently in the discourses of early childhood education, literacy and adult education, in several English-speaking countries. In this article I wish to draw attention to some strands of the rhetoric of family literacy. By 'rhetoric' is meant discourse largely 'calculated to persuade or influence others' (the 'others' here being policy-makers, educators, and citizens with some interest in edu- cation). Examining the rhetoric of family literacy means examining explicit and implicit claims for certain programmes. I also wish to explore how those claims relate to educational research and hope to show that, although rhetoric has sometimes been informed by research, it has also obscured, misinterpreted, ignored and exaggerated research findings. Although many studies will be described or quoted, the purpose of this article is not to provide a review of the field but to show through examples that there is a rhetoric and to seek research evidence for claims made within that rhetoric. The focus is on what will be termed 'restricted' programmes in family literacy. To explain what is meant by this it is necessary to review the use of the term 'family literacy'. Ten years ago it was not much used or known in education. It had some currency within a relatively small circle of literacy researchers who were interested in

Peter Hannon

Papers

Literacy, Home and School: Research And Practice In Teaching Literacy With Parents

Young children’s initiation into family literacy practices in the digital age

Fathers' involvement in young children's literacy development: Implications for family literacy programmes

A study of the effects of parental involvement in the teaching of reading on children's reading test performance

Rhetoric and Research in Family Literacy