Longitudinal Profiles of Shared Book Reading in Early Childhood and Children's Academic Achievement in Year 3 of School

Autor/inn/en	Hayes, Nicole; Berthelsen, Donna C.
Titel	Longitudinal Profiles of Shared Book Reading in Early Childhood and Children's Academic Achievement in Year 3 of School
Quelle	In: School Effectiveness and School Improvement, 31 (2020) 1, S.31-49 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2019.1618347
Schlagwörter	Reading Strategies; Grade 3; Parent Participation; Family Characteristics; Individual Characteristics; Academic Achievement; Elementary School Students; Preschool Children; Foreign Countries; Age Differences; Mothers; Australia + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; School year 03; 3. Schuljahr; Schuljahr 03; Elternmitwirkung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Schulleistung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Age; Difference; Age difference; Altersunterschied; Mother; Mutter; Australien
Abstract	This research examined longitudinal profiles for parental involvement in shared reading with children from age 2 to 6 years. Associations of the profiles with sociodemographics were explored, as well as associations with children's achievement in Year 3 at school. Data were drawn from "Growing Up in Australia: The Longitudinal Study of Australian Children" for 3,836 children in the Baby Cohort. Three longitudinal profiles were identified: (1) high-stable involvement, (2) medium-stable involvement, and (3) low-increasing involvement. Profile membership was distinguished by: child Indigenous status and non-English language at home, family socioeconomic position, number of siblings at home, and child's early self-regulation. Membership in the low-increasing involvement group was associated with the likelihood of not attaining Australian minimum standards for reading, writing, and numeracy. Membership in the medium-stable involvement group was associated with the likelihood of not attaining minimum standards for reading. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01