Erin T. Mathis|Karen L. Bierman
Effects of parent and child pre-intervention characteristics on child skill acquisition during a school readiness intervention
Pennsylvania State University|Pennsylvania State University
twohundred preschool children head start 55 girls 20 hispanic 25 africanamerican 55 european american age 480 years old participated randomizedcontrolled trial home visiting intervention designed promote emergent literacy skills researchbased developmentally informed parent redip program study explored concurrent changes levels parent support child literacy skills occurred course intervention examined impact preintervention parent support child literacy skills potential moderators parent child outcomes crosslagged structural equation models followup analyses indicated intervention strongest impact child literacy skills parents high support preintervention assessment conversely rediparent program promoted greatest gains parent support parents entered program low levels support findings suggest families may benefit home visiting school readiness interventions different ways child skill acquisition may greatest parents initially high support whereas parenting may improve parents initially low support