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The effects of community‐based literacy training on head start parents
Author(s) -
Cronan Terry A.,
Walen Heather R.,
Cruz Sonia G.
Publication year - 1994
Publication title -
journal of community psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.585
H-Index - 86
eISSN - 1520-6629
pISSN - 0090-4392
DOI - 10.1002/1520-6629(199407)22:3<248::aid-jcop2290220305>3.0.co;2-o
Subject(s) - intervention (counseling) , head start , literacy , ethnic group , psychology , developmental psychology , reading (process) , emergent literacy , medicine , tutor , clinical psychology , pedagogy , psychiatry , sociology , anthropology , political science , law
Project PRIMER (PRoducing Infant/Mother Ethnic Readers) used trained university students to tutor mothers and 1‐ to 3‐year‐old children in the home, teaching them concepts and preparing the children to read. One hundred forty‐three families were randomly assigned to high‐ (18 visits), low‐ (3 visits), or no‐intervention groups. Mothers' behaviors were assessed pre‐ and postintervention. After the intervention, mothers in the high‐ and low‐intervention groups were more likely to increase several behaviors thought to increase reading readiness and concept learning in children. Other positive behaviors increased from pre‐ to postassessment in all groups, suggesting either that any involvement in a literacy project is helpful, or that mothers were responding to developmental changes in their children.