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A type of parental involvement with an isomorphic effect on urban children's mathematics, reading, science, and social studies achievement at kindergarten entry

Description:
A study of the relationship between parent-child interaction and the mathematics, general knowledge, and reading achievement of children, based on data from approximately 9,000 children from kindergarten year data from the Early Childhood Longitudinal Study, Kindergarten Class (ECLS-K)
Resource Type:
Reports & Papers
Author(s):
Stylianides Andreas J.; Stylianides Gabriel J.
Country:
United States

- Related Studies

Early Childhood Longitudinal Study [United States]: Kindergarten Class of 1998-1999

https://www.childandfamilydataarchive.org/cfda/archives/cfda/studies/3676

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