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You are viewing a record from the Connection Collection, a searchable annotated bibliography database. It links you with research-based information that you can use to connect schools, families, and communities.

Title:Parent involvement in early intervention for disadvantaged children: Does it matter?
Author:Miedel, W. T., & Reynolds, A. J.
Resource Type:Journal Article
Journal of School Psychology, 37(4)

pp. 379-402
ERIC #:EJ607658 (click to view this publication's record on the ERIC Web site)
Education Level:Elementary, Middle
Literature type:Research and Evaluation

The researchers investigate the role early childhood parent involvement has on reading achievement in kindergarten and later years and on grade retention and special education placement in grade eight. They report that a higher frequency of parent involvement was associated with lower grade retention and lower rates of special education placement. It was also moderately associated with reading achievement, as was volunteering in the classroom. ParentsÕ attendance at school assemblies was marginally associated with reading achievement in kindergarten and significantly associated with reading achievement in the eighth grade. Researchers used a subset of data from the Chicago Longitudinal Study at grade eight. The subset consisted of data from families previously enrolled in Child-Parent Centers serving families of children ages three through nine. Through retrospective interviews in 1997, seven hundred four parents of eighth graders reported how they satisfied a half-day a week requirement in the Child-Parent Centers. Evidence suggests that implementing early parent involvement programs can promote future family-school relations and can be a preventive factor in overcoming risk conditions. While retrospective reports can be biased, the authors compared data from another study of Child-Parent Centers and found enough similarity to be confident in their findings.

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