Susan M. Sheridan|Lisa L. Knoche|Kevin Kupzyk|Carolyn Pope Edwards|Christine A. Marvin
A randomized trial examining the effects of parent engagement on early language and literacy: The Getting Ready intervention
University of Nebraska–Lincoln|University of Nebraska–Lincoln|University of Nebraska–Lincoln|University of Nebraska–Lincoln|University of Nebraska–Lincoln
language literacy skills established early childhood critical later school success parental engagement children linked number adaptive characteristics preschoolers including language literacy development familyschool collaboration important contributor school readiness study reports results randomized trial parent engagement intervention designed facilitate school readiness among disadvantaged preschool children particular focus language literacy development participants included 217 children 211 parents 29 head start teachers 21 schools statistically significant differences favor treatment group observed treatment control participants rate change 2 academic years teacher reports childrens language use 111 reading 125 writing skills 093 significant intervention effects childrens direct measures expressive language identified subgroup cases concerns childs development upon entry preschool additionally child family moderators revealed specific variables influenced treatments effects