Racial/Ethnic Differences in Kindergartners' Reading and Math Skills: Parents' Knowledge of Children's Development and Home-Based Activities as Mediators

Autor/inn/en	Sonnenschein, Susan; Sun, Shuyan
Titel	Racial/Ethnic Differences in Kindergartners' Reading and Math Skills: Parents' Knowledge of Children's Development and Home-Based Activities as Mediators
Quelle	In: Infant and Child Development, 26 (2017) 5, (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7227
DOI	10.1002/icd.2010
Schlagwörter	Kindergarten; Reading Skills; Mathematics Skills; Racial Differences; Parents; Child Development; Children; Longitudinal Studies; Surveys; Knowledge Level; Family Literacy; Enrichment Activities; Asian Americans; African Americans; Hispanic Americans; Whites; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Rassenunterschied; Eltern; Kindesentwicklung; Child; Kind; Kinder; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Wissensbasis; Bereicherungsprogramm; Asian immigrant; United States; Asiatischer Einwanderer; USA; Afroamerikaner; Hispanic; Hispanoamerikaner; White; Weißer
Abstract	Despite the growing body of research on parents' beliefs and practices, relatively little is known about the relations between parents' knowledge of children's development, home-based activities, and children's early reading and math skills. This study used data from the Early Childhood Longitudinal Study-Birth Cohort to examine the differences in Asian, Black, Latino, and White children's early reading and math skills at kindergarten entry and whether parents' knowledge of children's development and home-based activities mediate the relation. Parents' knowledge of children's development was assessed when children were 9 months. Home-based activities, including home literacy and enrichment, were assessed when children were preschool age. Asian and White children started kindergarten with significantly higher reading and math scores than Black or Latino children. There also were significant differences across groups in the frequency of engagement in home literacy and enrichment activities. Associations between race/ethnicity and reading/math scores were mediated by parents' knowledge of children's development and home literacy activities. Discussion addresses the importance of parents' knowledge of educationally relevant activities and how to engage in such activities to foster children's reading and math skills and to close racial/ethnic gaps. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01