John E. Loughlin?Presnal|Karen L. Bierman
Promoting parent academic expectations predicts improved school outcomes for low-income children entering kindergarten
Pennsylvania State University|Pennsylvania State University
study explored patterns change redi researchbased developmentally informed parent program redip designed help parents support child learning transition kindergarten participants 200 prekindergarten children attending head start 55 europeanamerican 26 african american 19 latino 56 male mage445years sd029 primary caregivers randomized 16session homevisiting intervention redip control group extending beyond prior study documenting intervention effects parenting behaviors child kindergarten outcomes study assessed impact redip parent academic expectations explored degree intervention gains three areas parenting parentchild interactive reading parentchild conversations parent academic expectations predicted child outcomes kindergarten controlling baseline values set child family characteristics results showed redip promoted significant gains parent academic expectations turn mediated intervention gains child emergent literacy skills selfdirected learning results suggest need attend beliefs parents hold childs academic potential well behavioral support child learning designing interventions enhance school success children lowincome families