The Impact of Parental Intervention on Children's Literacy Development
Abstract
Parents of high and low achieving kindergarteners were interviewed using a structured
format to determine what literacy support their children received before kindergarten.
The interview consisted of eight open-ended questions, regarding early childhood reading
and literacy activities including preschool experience. The results indicated that parents
of the high achieving children completed more activities and read with their children
slightly more than the parents of the low achieving children. More research to determine
the impact of other variables, such as socioeconomics on early literacy development is
still needed.
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