NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ817289
Record Type: Journal
Publication Date: 2008
Pages: 17
Abstractor: As Provided
Reference Count: 67
ISSN: ISSN-0279-6015
Parent Involvement in Preschool: Predictors and the Relation of Involvement to Preliteracy Development
Arnold, David H.; Zeljo, Alexandra; Doctoroff, Greta L.; Ortiz, Camilo
School Psychology Review, v37 n1 p74-90 2008
The present study examined the relation between parent involvement in preschool and children's preliteracy skills. It also examined socioeconomic status (SES), parent depression, and single-parent status as predictors of parent involvement. Participants were 163 preschool-aged children from mostly low-income families, their parents, and their teachers. Teachers rated parent involvement, and preliteracy skills were assessed with standardized tests. Greater parent involvement was associated with stronger preliteracy skills. SES was positively associated with involvement, although involvement still predicted preliteracy development controlling for SES. No significant relation was found between depression and parent involvement. Single-parent status was associated with less involvement, and data were consistent with single-parent status partially mediating the relation between SES and involvement. These findings extend work with older children, and provide a step toward understanding possible mechanisms in the relation between SES and parent involvement. (Contains 3 tables and 3 footnotes.)
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A