The influence of parental involvement on kindergarten learners' reading readiness

Author(s): Hunter-Segree, Iris R.
Date Issued: June 2010
Description: A study of the relationships between kindergartners' reading readiness and parental involvement, parental socioeconomic background, the availability of state-sponsored reading parent involvement programs, parental communication and collaboration with schools, and technology based on data collected from the parents and teachers of 27 children
show entire record ↓
Source: Unpubllished doctoral dissertation, Capella University, Minneapolis, MN
Topics: Children & Child Development > Child Development & School Readiness

Parents & Families > Involvement In Child Care & Early Education
Country: United States
States: FLORIDA
hide record ↑

Related Resources

what is this? Related Resources include summaries, versions, or components of the currently selected resource, documents encompassing or employing it, or datasets/measures used in its creation.

Concepts About Print Instruments


More Like This

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

School readiness: Preparing children for kindergarten Reports & Papers
Poverty, race, and parental involvement during the transition to elementary school Reports & Papers
Do investments in universal early education pay off?: Long-term effects of introducing kindergarten into public schools Reports & Papers
Investigating the relation between kindergarten preparation and child socio-behavioral school outcomes Reports & Papers
Family-school connectedness and children's early social development Reports & Papers

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.

Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

Google Translate