Abstract/Details

Effect of parent involvement on math and reading achievement of young children: Evidence from the Early Childhood Longitudinal Study


2007 2007

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Abstract (summary)

Parental involvement and home cognitive stimulation have been advocated as strong indictors to the academic achievement of a child. A growing body of literature indicates that parental education, parenting pattern and socio-economic status of the family have an influence on the academic achievement of a child.

The purpose of this study was to examine the parenting practices in families of different income and ethnicities, and their impact on the math and reading achievement of young children across the school years by using existing data from the Early Childhood Longitudinal Study (ECLS), Kindergarten class of 1998–99 (NCES 2006-035). Theoretical and conceptual frameworks were drawn from Social capital theory and Ecological perspectives.

The findings of this research indicate that family SES has a significant influence on the math and reading achievement of all children in kindergarten, first grade, third grade and fifth grade. Math and reading performance of the children in kindergarten, first grade, third grade and fifth grade have varied and related to the parent participation in home enrichment activities. Involvement in both inside and outside home enrichment activities did not bring the same benefit for the children in below the poverty or above the poverty category in all ethnic groups. No parent involvement variable indicates any significant relation for the Asian children's math and reading performance. For the African American and Hispanic children the parent involvement variables were as significant as for the European American children. However, it seems to be that the minority children would benefit more by a higher level of parent involvement in the education process of their children.

The home (parent involvement), school, and community partnership could create a wide range of opportunity for the poor and minority children. From the policy intervention perspectives, the importance of home, school and community partnership is discussed, and suggestions are provided to increase a success through home, school and community collaborative effort.

Indexing (details)


Subject
Mathematics education;
Literacy;
Reading instruction;
Curricula;
Teaching
Classification
0280: Mathematics education
0535: Literacy
0535: Reading instruction
0727: Curricula
0727: Teaching
Identifier / keyword
Education; Achievement; Early Childhood Longitudinal Study; Mathematics; Parent involvement; Reading
Title
Effect of parent involvement on math and reading achievement of young children: Evidence from the Early Childhood Longitudinal Study
Author
Begum, Nurun N.
Number of pages
218
Publication year
2007
Degree date
2007
School code
0318
Source
DAI-A 68/05, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780549076025
Advisor
Yan, Wenfan
Committee member
Bieger, George R.; Vold, Larry
University/institution
Indiana University of Pennsylvania
Department
Professional Studies in Education
University location
United States -- Pennsylvania
Degree
Ed.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3268588
ProQuest document ID
304789428
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304789428
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