Ui Jeong Moon|Sandra L. Hofferth
Parental involvement, child effort, and the development of immigrant boys' and girls' reading and mathematics skills: A latent difference score growth model
University of Maryland, College Park|University of Maryland, College Park
gender differences elementary school performance among immigrant children yet well documented study examined differences parental involvement child effort family characteristics resources contribute immigrant boysand girls academic achievement kindergarten 5thgrade sample drawn early childhood longitudinal studykindergarten cohort using latent score growth model study found parents involvement home benefited boys reading mathematics skills throughout early elementary school years benefit girls boys girls child effort reading appears strongly linked better reading mathematics skills kindergarten subsequent improvement grades positive associations parental involvement childs effort test scores greater earlier years later years boys whereas difference association time girls