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dc.contributor.authorDove, Meghan Mimi
dc.date.accessioned2014-03-04T19:58:43Z
dc.date.available2014-03-04T19:58:43Z
dc.date.issued2011-05
dc.identifier.otherdove_meghan_m_201105_ms
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/dove_meghan_m_201105_ms
dc.identifier.urihttp://hdl.handle.net/10724/27111
dc.description.abstractThis study examined the relationship between parental involvement routines and family resources and former Head Start children’s literacy outcomes. A subsample of 3,808 kindergarten children who were former Head Start attendees are from the National Head Start/Public School Transition Demonstration Research Project. The research questions were answered using three measures of family involvement routines and resources and three measures of child literacy outcomes. The results revealed routines at home to be a beneficial aspect of parent involvement at home and at school. The most involved parents in a child’s classroom or school did not have the children with the highest outcome scores. Finally, parent resource measures revealed children benefited when parents provided their children with time for personal growth, time for interpersonal relationships, and time with children and family as well as money for luxuries.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectFamily Involvement
dc.subjectLiteracy
dc.subjectHead Start
dc.subjectHome
dc.subjectSchool
dc.subjectFamily Resources
dc.titleHead Start children’s literacy predictors
dc.title.alternativehome environment, school environment, and family resources
dc.typeThesis
dc.description.degreeMS
dc.description.departmentChild and Family Development
dc.description.majorChild and Family Development
dc.description.advisorDavid W. Wright
dc.description.committeeDavid W. Wright
dc.description.committeeCharlotte Wallinga
dc.description.committeeStacey Neuharth-Pritchett


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