Experimental Evaluation of the Value Added by Raising a Reader and Supplemental Parent Training in Shared Reading

Autor/inn/en	Anthony, Jason L.; Williams, Jeffrey M.; Zhang, Zhoe; Landry, Susan H.; Dunkelberger, Martha J.
Titel	Experimental Evaluation of the Value Added by Raising a Reader and Supplemental Parent Training in Shared Reading
Quelle	In: Early Education and Development, 25 (2014) 4, S.493-514 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2013.812484
Schlagwörter	Program Evaluation; Program Effectiveness; Family Programs; Family Involvement; Early Childhood Education; Preschool Education; Minority Groups; Economically Disadvantaged; Preschool Children; Oral Language; Statistical Analysis; Parent Education; Reading; Reading Programs; Family Literacy; School Readiness; Pretests Posttests; Texas; Woodcock Johnson Psycho Educational Battery + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Family program; Familienprogramm; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Vorschulerziehung; Ethnische Minderheit; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Oral interpretation; Mündlicher Sprachgebrauch; Statistische Analyse; Parents education; Elternbildung; Elternschule; Leseprozess; Lesen; Readiness for school; School ability; Schulreife
Abstract	Research Findings: In an effort toward developing a comprehensive, effective, scalable, and sustainable early childhood education program for at-risk populations, we conducted an experimental evaluation of the value added by 2 family involvement programs to the Texas Early Education Model (TEEM). A total of 91 preschool classrooms that served minority populations of low socioeconomic status were randomly assigned to TEEM, TEEM plus Raising a Reader (RAR), or TEEM plus RAR augmented by Family Nights. Assessments of oral language and print knowledge were completed by more than 500 children at the beginning and end of the school year. Multilevel analyses of covariance controlled for classroom nesting and individual differences in age, ethnicity, and pretest scores. Although RAR alone demonstrated no added value, augmentation of RAR with Family Nights demonstrated significant impacts on measures of oral language (ts = 1.81-2.51, 0.05 < ps < 0.01) and print knowledge (t = 2.39, p < 0.01). Practice or Policy: Thus, parent training in shared reading practices appears to be necessary for children to benefit from programs that enrich the home literacy environment. That the combined program particularly benefited children who started preschool lagging behind in school readiness (ts = 1.64-2.49, ps < 0.05) suggests that this comprehensive model offers hope for closing the achievement gap. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10