Conditions and effects of parental school engagement in students with a reading and spelling disability

Based on NEPS data (starting cohort grade 5: N = 216), conditions (economic, cultural, temporal resources: reading and spelling competency) of parental school engagement (utilization of tutoring, control/demand, emotional support/ responsiveness) were examined in case of a reading and spelling disability. Moreover, the development of the reading and spelling competencies and the influence of parental engagement were longitudinally analyzed (5th, 7th, 9th grade). Structural equation models indicate negative influences of (cultural and economic) resources and the competencies on the utilization of tutoring, whereas the competencies show an indication of a partial mediation with regard to cultural resources. The cultural resources are positively associated with emotional support/ responsiveness. Moreover, the competencies show negative associations towards control/demand. Latent growth curve models suggest an improvement of the reading competencies and a positive influence of emotional support/responsiveness on these. Practical implications for the quality management of educational services as well as for the cooperation with parents at school are discussed.