The Research Connections website is undergoing renovations. All data and resources will continue to be available while we work on the website. Sign up for the Research Connections newsletter to receive the latest updates. You can also watch our video.

Effects of parent and child pre-intervention characteristics on child skill acquisition during a school readiness intervention

Resource Type: Reports & Papers
Author(s): Mathis, Erin T. B.; Bierman, Karen L.;
Date Issued: Q4 2015
Description: Two-hundred preschool children in Head Start (55% girls; 20% Hispanic, 25% African-American, 55% European American; [mean] age = 4.80 years old) participated in a randomized-controlled trial of a home visiting intervention designed to promote emergent literacy skills (the Research-based Developmentally Informed parent [REDI-P] program). This study explored concurrent changes in levels of parent support and child literacy skills that occurred over the course of the intervention, and examined the impact of pre-intervention parent support and child literacy skills as potential moderators of parent and child outcomes. Cross-lagged structural equation models and follow-up analyses indicated that intervention had the strongest impact on child literacy skills when parents were high on support at the pre-intervention assessment. Conversely, the REDI-Parent program promoted the greatest gains in parent support when parents entered the program with low levels of support. These findings suggest that families may benefit from home visiting school readiness interventions in different ways: child skill acquisition may be greatest when parents are initially high in support, whereas parenting may improve most when parents are initially low in support. (author abstract)
show entire record ↓
Funder(s): National Institute of Child Health and Human Development (U.S.) ; Institute of Education Sciences (U.S.)
Journal Title: Early Childhood Research Quarterly
Volume Number: 33
Issue Number: 4
Page Range: 87-97
Topics: Parents & Families > Involvement In Child Care & Early Education > Parent-Child

Programs, Interventions & Curricula > Programs > Early Head Start/Head Start

Programs, Interventions & Curricula > Interventions/Curricula
Country: United States
States: PENNSYLVANIA
ISSN: 1873-7706 Online
0885-2006 Paper
Peer Reviewed: yes
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.

Head Start REDI (Research-based, Developmentally Informed) Administration for Children and Families/OPRE Projects
Classroom Language and Literacy Environment Observation Instruments
Test of Preschool Early Literacy Instruments
Dynamic Indicators of Basic Early Literacy Skills Instruments
Woodcock-Johnson III Instruments




Our Search Engine Recommends...

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.

Promoting parent academic expectations predicts improved school outcomes for low-income children entering kindergarten Reports & Papers
Helping Head Start parents promote their children's kindergarten adjustment: The Research-based Developmentally Informed Parent program Reports & Papers
Enriching preschool classrooms and home visits with evidence-based programming: Sustained benefits for low-income children Reports & Papers
Quasi-experimental pilot study of intervention to increase participant retention and completed home visits in the nurse-family partnership Reports & Papers
Effects of Head Start REDI on children's outcomes 1 year later in different kindergarten contexts Reports & Papers

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