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.

Promoting parent academic expectations predicts improved school outcomes for low-income children entering kindergarten

Resource Type: Reports & Papers
Author(s): Loughlin-Presnal, John E.; Bierman, Karen L.;
Date Issued: June, 2017
Description: This study explored patterns of change in the REDI (Research-based Developmentally Informed) Parent program (REDI-P), designed to help parents support child learning at the transition into kindergarten. Participants were 200 prekindergarten children attending Head Start (55% European-American, 26% African American, 19% Latino, 56% male, [mean]age = 4.45 years, SD = 0.29) and their primary caregivers, who were randomized to a 16-session home-visiting intervention (REDI-P) or a control group. Extending beyond a prior study documenting intervention effects on parenting behaviors and child kindergarten outcomes, this study assessed the impact of REDI-P on parent academic expectations, and then explored the degree to which intervention gains in three areas of parenting (parent-child interactive reading, parent-child conversations, parent academic expectations) predicted child outcomes in kindergarten (controlling for baseline values and a set of child and family characteristics). Results showed that REDI-P promoted significant gains in parent academic expectations, which in turn mediated intervention gains in child emergent literacy skills and self-directed learning. Results suggest a need to attend to the beliefs parents hold about their child's academic potential, as well as their behavioral support for child learning, when designing interventions to enhance the school success of children in low-income families. (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: Journal of School Psychology
Volume Number: 62
Issue Number:
Page Range: 67-80
Topics: Parents & Families

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

Programs, Interventions & Curricula > Interventions/Curricula
Country: United States
States: PENNSYLVANIA
ISSN: 0022-4405 Paper
1873-3506 Online
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
Learning Behaviors Scale Instruments
Academic Performance Rating Scale Instruments
Parent Reading Belief Inventory Instruments
Test of Word Reading Efficiency (TOWRE) Instruments
+ 3 more



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.

Helping Head Start parents promote their children's kindergarten adjustment: The Research-based Developmentally Informed Parent program Reports & Papers
Effects of parent and child pre-intervention characteristics on child skill acquisition during a school readiness intervention Reports & Papers
Enriching preschool classrooms and home visits with evidence-based programming: Sustained benefits for low-income children Reports & Papers
Parent-school involvement and school performance: Mediated pathways among socioeconomically comparable African American and Euro-American families Reports & Papers
Parental involvement in children's schooling: Different meanings in different cultures Reports & Papers

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