ArticleFrontiers in psychology2018
Parent Involvement in the Getting Ready for School Intervention Is Associated With Changes in School Readiness Skills.
Article in Frontiers in psychology, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 13 papers, 1 of them a synthesis that pooled it.
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Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
13 citing papers in PubMed, 1 synthesis or guideline pooled it.
- The Effects and Types of Parental Involvement in School-Based Sport and Health Programs Still Represent a Knowledge Gap: A Systematic Review.International journal of environmental research and public health · 2022Pooled it
- Parent-child play therapy effect on 10 to 12-Year-old student' reading performance: a case of chinese male students with learning disabilities.BMC psychology · 2025Trial
- Examining the effectiveness of a video-based parent-child program on executive functions for children 5 to 6 years old: A randomized controlled trial.Child developmentTrial
- The RMS teaching model with brainstorming technique and student digital literacy as predictors of mathematical literacy.Heliyon · 2024Article
- School readiness among vulnerable children: a systematic review of studies using a person-centered approach.Psicologia, reflexao e critica : revista semestral do Departamento de Psicologia da UFRGS · 2024Review
- A National School Health Campaign in Lebanon on Children Aged between 3 and 12 Years Old: Concordance Level between Parents' Reports and Medical Visit Findings about Physical and Mental Health.Children (Basel, Switzerland) · 2024Article
- Preschool Programs that Help Families Promote Child Social-Emotional School Readiness: Promising New Strategies.Clinical child and family psychology review · 2023Review
- Examining the Efficacy of Online Administration of a Time-Limited School Readiness Intervention in the Face of COVID-19.Behavior therapy · 2023Article
- Article
- Children's pre-academic school readiness and home learning activities: a moderated-mediation analysis of home visiting.Frontiers in psychology · 2023Article
- Non-depleting energy in the museum.Frontiers in psychology · 2023Article
- Chinese parents' school-readiness beliefs and parenting styles: patterns and associated factors.Frontiers in psychology · 2023Article
- Informal science, technology, engineering and math learning conditions to increase parent involvement with young children experiencing poverty.Frontiers in psychology · 2022Article
Corrections and comments
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The role of parent involvement in school readiness interventions is not well-understood. The Getting Ready for School (GRS) intervention is a novel program that has both home and school components and aims to improve early literacy, math, and self-regulatory skills in preschool children from socioeconomically disadvantaged families. In this study, we first examined associations between family characteristics and different indices of parent involvement in the GRS intervention. We then examined associations between parent involvement and change in children's school readiness skills over time. Participants were 133 preschool children attending Head Start and their parents who participated in the GRS intervention during the academic year 2014-2015. Parent involvement was operationalized as attendance to GRS events at the school, time spent at home doing GRS activities, and usage of digital program materials, which included a set of videos to support the implementation of parent-child activities at home. Although few family characteristics were significantly associated with parent involvement indices, there was a tendency for some markers of higher socioeconomic status to be linked with greater parent involvement. In addition, greater parent involvement in the GRS intervention was significantly associated with greater gains in children's early literacy, math, and self-regulatory skills. These findings suggest that parent involvement in comprehensive early interventions could be beneficial in terms of improving school readiness for preschoolers from disadvantaged families.
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