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Cited by 469

The DOI matches its Crossref record; 46 of the 46 references it cites were found in a registry or an index.

Family involvement in school and low-income children's literacy: Longitudinal associations between and within families.

Dearing, Eric, Kreider, Holly, Simpkins, Sandra, Weiss, Heather B.·2006·Journal of Educational Psychology
DOI 10.1037/0022-0663.98.4.653
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Abstract

Longitudinal data from kindergarten to 5th grade on both family involvement in school and children's literacy performance were examined for an ethnically diverse, low-income sample (N = 281). Within families, increased school involvement predicted improved child literacy. In addition, although there was an achievement gap in average literacy performance between children of more and less educated mothers if family involvement levels were low, this gap was nonexistent if family involvement levels were high. These results add to existing evidence on the value of family involvement in school by demonstrating that increased involvement between kindergarten and 5th grade is associated with increased literacy performance and that high levels of school involvement may have added reward for low-income children with the added risk of low parent education. As such, these results support arguments that family involvement in school should be a central aim of practice and policy solutions to the achievement gap between lower and higher income children.

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Metadata

Authors
Dearing, E., Kreider, H., Simpkins, S., & Weiss, H. B.
Venue
Journal of Educational Psychology
Publisher
American Psychological Association (APA)
Published
2006-11
Volume
98
Issue
4
Pages
653-664
ISSN
  • 0022-0663 (ISSN-L)
  • 1939-2176
DOI
10.1037/0022-0663.98.4.653
OpenAlex
W2007518042
Cited by
469
References
46
FWCI
48.03
Type
journal article
Language
en
Open access
closed

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