Effects of a Dutch Family Literacy Program: The Role of Implementation

被引：1

作者：

de la Rie, Sanneke ^{[1
]}

van Steensel, Roel ^{[2
]}

van Gelderen, Amos ^{[3
]}

Severiens, Sabine ^{[2
]}

机构：

[1] Erasmus Univ, Dept Publ Adm & Sociol, NL-3062 PA Rotterdam, Netherlands

[2] Erasmus Univ, Dept Psychol Educ & Child Studies, NL-3062 PA Rotterdam, Netherlands

[3] Rotterdam Univ Appl Sci, Res Ctr Urban Talent, NL-3015 CX Rotterdam, Netherlands

来源：

EDUCATION SCIENCES | 2021年 / 11卷 / 02期

关键词：

family literacy program; implementation; program effects; kindergartners; parents; PARENT-CHILD INTERACTIONS; LOW-INCOME; SCHOOL; LANGUAGE; INTERVENTIONS; KINDERGARTEN; INVOLVEMENT; ENVIRONMENT; PREDICTORS; OUTCOMES;

D O I：

10.3390/educsci11020050

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

It is hypothesized that variability found in the effects of family literacy programs results from differences in implementation by parents. In this study, the implementation and effects of a Dutch program were examined in a sample of 207 kindergarteners (mean age at pre-test: 64 months). No main intervention effects on children's literacy development were found. The quality of implementation proved to be higher for high-SES and native Dutch (speaking) parents than for low-SES, ethnic-minority parents with other home languages. Parent SES, ethnic-minority status, and home language did not moderate the program effects on child language scores and the program failed to impact targeted parental attributes, namely, the home literacy environment and parent self-efficacy. Finally, children's development proved unrelated to implementation variables. Our results stress the importance of delivery for adequate implementation.

引用

页码：1 / 44

页数：39

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