The Multifaceted Nature of Parent Involvement and Literacy Achievement in the First Two School Years

• In Event: Roundtable Session 17
  In Roundtable Session: Starting at the Beginning: Early Childhood and Family Engagement Practices

Abstract

This study examined ways that parents report being involved in children’s education in their first (Year 1) and second (Year 2) year of school, and how these relate to early reading outcomes. 165 Year 1 caregivers completed questionnaires assessing different aspects of parental involvement. Researcher-administered and school-used indices of reading progress were obtained. The frequency of parent-child shared reading, and parent teaching, declined from Year 1 to 2, while other aspects showed no change over time. Correlations between involvement ratings and literacy progress were minimal, with the exception of a negative association with parent teaching. Relations between some indices of parent involvement and reading outcomes differed for children who were identified as “at risk” of later reading difficulties.

Authors

• Elizabeth Schaughency, University of Otago

• Philippa McDowall

• Mele Taumoepeau