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Ibekwe-Okafor, Nneka; Wolf, Sharon – Early Years: An International Journal of Research and Development, 2023
Many children in developing countries do not acquire functional literacy skills despite being in school. We apply a cumulative risk (aggregate over a range of risk) and protection framework to assess Ghanaian kindergarteners' early academic skills (N = 1,852, M(age) = 5.3 years; 50.2% female), considering how family-level risk factors and…
Descriptors: Foreign Countries, At Risk Persons, Resilience (Psychology), Preschool Children
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Wood, Katherine R.; Wood, Eileen; Gottardo, Alexandra; Archer, Karin; Savage, Robert; Piquette, Noëlla – Journal of Research in Childhood Education, 2021
This study provided workshops for parents on either early literacy or socio-emotional learning to examine the impact on their children's reading and social skills development (n = 576 parents; n = 584 children). Parents of kindergartners were offered interactive workshops designed to help them identify everyday opportunities to support reading…
Descriptors: Kindergarten, Workshops, Parent Education, Emergent Literacy
Nebraska Department of Education, 2021
Academic language includes three skills: (1) use of inferential language (communicating about ideas across contexts); (2) use of narrative language (clearly describing a series of events); and (3) understanding a range of academic vocabulary and grammatical structures. These skills help students better comprehend academic texts both across…
Descriptors: Academic Language, Language Skills, Kindergarten, Reading Skills
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Gunzenhauser, Catherine; Enke, Susanne E.; Johann, Verena E.; Karbach, Julia; Saalbach, Henrik – AERA Open, 2021
The aim of the present study was to investigate the associations between parental and teacher support and elementary students' academic skills during the COVID-19 pandemic. Building on data of an ongoing longitudinal study, we studied the roles of children's (N = 63) academic skills before the first COVID-19 lockdown in Germany (March-June 2020)…
Descriptors: Foreign Countries, COVID-19, Pandemics, Elementary School Teachers
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What Works Clearinghouse, 2018
This document provides the following four tips for supporting reading skills for children ages K-3 at home: (1) Have conversations before, during, and after reading together; (2) Help children learn how to break sentences; (3) Help children sound out words smoothly; and (4) Model reading fluently by practicing reading out loud with your child.…
Descriptors: Reading Skills, Young Children, Family Environment, Parent Role
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What Works Clearinghouse, 2018
This document begins by providing four tips parents and care takers can use to supporting childrens' reading skills at home: (1) Have conversations before, during, and after reading together; (2) Help children learn how to break sentences into words and words into syllables; (3) Help children sound out words smoothly; and (4) Model reading…
Descriptors: Reading Skills, Young Children, Family Environment, Parent Role
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Kikas, Eve; Silinskas, Gintautas – Educational Psychology, 2016
This longitudinal study aimed at examining the relationship between children's task persistence, mothers' academic help, and the development of children's literacy skills (reading and spelling) at the beginning of primary school. The participants were 870 children, 682 mothers, and 53 class teachers. Data were collected three times--at the…
Descriptors: Longitudinal Studies, Literacy, Reading Skills, Persistence
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Kosanovich, Marcia; Lee, Laurie; Foorman, Barbara – Regional Educational Laboratory Southeast, 2021
Recent efforts to motivate parents' involvement in their child's literacy development involve informing parents about how to incorporate literacy development into daily routines. Teacher leadership and communication are critical--the more teachers encourage and assist parents and caregivers in supporting their child's literacy development, the…
Descriptors: Grade 3, Elementary School Teachers, Family Involvement, Reading Skills
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Crosby, Susan Ann; Rasinski, Timothy; Padak, Nancy; Yildirim, Kasim – Journal of Educational Research, 2015
Although parental involvement in children's literacy development has been recognized for its potential in helping children develop early literacy achievement, studies of the effectiveness and sustainability of school-based parent involvement programs are not numerous. This study examines the effectiveness and durability of a school-based…
Descriptors: Longitudinal Studies, Parent Participation, Emergent Literacy, Literacy Education
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Segers, Eliane; Kleemans, Tijs; Verhoeven, Ludo – Mathematical Thinking and Learning: An International Journal, 2015
The home numeracy environment (i.e., parents' numeracy expectations and activities), is related to early numeracy in young children. As recent studies have shown that both cognitive and linguistic factors play an important role in predicting numeracy development, it may be assumed that rather than the home "numeracy" environment, the…
Descriptors: Parent Attitudes, Expectation, Mathematics Achievement, Numeracy
Cook, Robert Bradley – ProQuest LLC, 2012
Childhood reading levels are important predictors of later childhood academic success. A child's reading ability and reading attitude is a strong indicator of future academic success and lifelong reading (Kush & Watkins, 1996; Wigfield & Guthrie, 1997). There is a strong correlation between a child's reading attitude and their actual…
Descriptors: Reading Attitudes, Childrens Attitudes, Gender Differences, Reading Strategies
García, Emma; Weiss, Elaine – Economic Policy Institute, 2015
Understanding disparities in school readiness among America's children when they begin kindergarten is critically important, now more than ever. In today's 21st century global economy, it is expected that the great majority of children will complete high school ready to enter college or begin a career, and assume their civic responsibilities. This…
Descriptors: Kindergarten, Equal Education, Early Childhood Education, Social Influences
Garcia, Emma – Economic Policy Institute, 2015
Inequalities in education outcomes such as test scores or degree attainment have been at the center of education policy debates for decades. Indeed, the first seminal national report on the state of U.S. education--the 1966 Coleman Report--examined some of these inequalities 50 years ago. Since then, researchers have examined performance gaps by…
Descriptors: Kindergarten, Equal Education, Early Childhood Education, Social Influences