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ERIC Number: EJ1407998
Record Type: Journal
Publication Date: 2024
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1053-1890
EISSN: EISSN-1573-3319
Connections between Parental Marital Status, Parental Involvement and Literacy Achievement of Kindergarten Children
Saumendra Nath De
Child & Youth Care Forum, v53 n1 p95-115 2024
Background: In today's fast-paced world, the complexity of family relations is growing. This demands a closer look into the effects of parental marital relationships and parents' involvement on children's literacy outcomes. Objective: The study objective was to examine the connections between parental marital status, parental involvement, and kindergarten children's literary outcomes. Method: The study used the nationally representative, Early Childhood Longitudinal Studies Kindergarten Class of 2010-11 dataset and conducted multiple regression methods to identify the connections between parental marital status, parental involvement, and children's literacy scores. A moderation analysis was also conducted to see if parental involvement influenced the relationship between parental marital relationships and children's literacy outcomes. Results: The results showed that the reading scores of the children living with two biological parents were statistically significantly higher than their peers living with single parents and other guardians after taking demographics into account. The results also indicated that parental involvement statistically significantly influenced the association between parents' marital status and children's reading scores. The most nuanced finding was that single parents had enhanced parental involvement compared to two parents. Conclusion: The study challenged a common belief that two parents are always better for children's literacy outcomes. The parents' knowledge base and educational aspirations are equally important as the family structure. The importance of the study lies in its contribution to informing the policy and practice of the nuances of family relations and its interplays with demographics and children's outcomes that would help educators to address the needs of all children and families.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey
Grant or Contract Numbers: N/A