Nebraska Center for Research on Children, Youth, Families and Schools, University of Nebraska-Lincoln, Nebraska, USA.
J Sch Psychol. 2011 Jun;49(3):361-83. doi: 10.1016/j.jsp.2011.03.001. Epub 2011 Apr 21.
Language and literacy skills established during early childhood are critical for later school success. Parental engagement with children has been linked to a number of adaptive characteristics in preschoolers including language and literacy development, and family-school collaboration is an important contributor to school readiness. This study reports the results of a randomized trial of a parent engagement intervention designed to facilitate school readiness among disadvantaged preschool children, with a particular focus on language and literacy development. Participants included 217 children, 211 parents, and 29 Head Start teachers in 21 schools. Statistically significant differences in favor of the treatment group were observed between treatment and control participants in the rate of change over 2 academic years on teacher reports of children's language use (d=1.11), reading (d=1.25), and writing skills (d=0.93). Significant intervention effects on children's direct measures of expressive language were identified for a subgroup of cases where there were concerns about a child's development upon entry into preschool. Additionally, other child and family moderators revealed specific variables that influenced the treatment's effects.
儿童早期建立的语言和读写能力对以后的学业成功至关重要。家长与孩子的互动与学前儿童的许多适应特征有关，包括语言和读写能力的发展，而家庭与学校的合作是儿童入学准备的一个重要贡献因素。本研究报告了一项针对父母参与干预措施的随机试验结果，该干预措施旨在促进处境不利的学前儿童的入学准备，特别关注语言和读写能力的发展。参与者包括 21 所学校的 217 名儿童、211 名家长和 29 名 Head Start 教师。在 2 个学年的教师报告中，治疗组与对照组在儿童语言使用（d=1.11）、阅读（d=1.25）和写作技能（d=0.93）方面的变化率上存在统计学上的显著差异，有利于治疗组。对于在进入学前教育时存在儿童发展问题的亚组病例，研究还确定了对儿童表达性语言的直接测量的干预效果。此外，其他儿童和家庭调节变量揭示了影响治疗效果的特定变量。
