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A study of family interactions affec...

Huggins, Angela M. Slagle.

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A study of family interactions affecting school readiness for rural preschoolers of poverty.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	A study of family interactions affecting school readiness for rural preschoolers of poverty./
Author:	Huggins, Angela M. Slagle.
Description:	158 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-04, Section: A, page: .
Contained By:	Dissertation Abstracts International72-04A.
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3439946
ISBN:	9781124460123

A study of family interactions affecting school readiness for rural preschoolers of poverty.
Huggins, Angela M. Slagle.

A study of family interactions affecting school readiness for rural preschoolers of poverty. - 158 p.

Source: Dissertation Abstracts International, Volume: 72-04, Section: A, page: .

Thesis (Ph.D.)--Capella University, 2011.

In an era in which more responsibility for educating children at the proficient level is placed on schools with minimally adequate support provided by the state, educators working closely with parents to prepare their children for formal schooling becomes more critical. The overarching question guiding this study was how, or to what extent, do family interactions affect preschool reading readiness for children of poverty in rural South Carolina? The design of this study combined quantitative and qualitative methods in an attempt to better understand and explain the interactions that take place in some homes of children of poverty that may not take place in others. This study focused on fifty, four-year-old children enrolled in a public four-year-old preschool program in rural South Carolina. Quantitative data gathered from the Peabody Picture Vocabulary Test III (PPVT) created by Dunn and Dunn in 1997 was used to purposefully select those children scoring in the upper and lower quartiles based on the norms of the assessment tool. Based on these Peabody Picture Vocabulary Test scores, primary care givers of those children identified in the upper and lower quartiles were targeted for further qualitative study. Interviews with the child's primary caregiver using the Even Start Family Literacy Parent Education Profile (PEP) created by the RMC Research Corporation and the New York State Department of Education in 2006 were conducted in the child's home. Responses were then coded and compared to the child's preschool reading readiness ability. This information can then be used to replicate the identified activities that support preschool reading readiness in the school setting.

ISBN: 9781124460123Subjects--Topical Terms:

1035576
Education, Leadership.

A study of family interactions affecting school readiness for rural preschoolers of poverty.
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100 1 $a Huggins, Angela M. Slagle. $3 1678326
245 1 2 $a A study of family interactions affecting school readiness for rural preschoolers of poverty.
300 $a 158 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-04, Section: A, page: .
500 $a Adviser: Charisse Redditt.
502 $a Thesis (Ph.D.)--Capella University, 2011.
520 $a In an era in which more responsibility for educating children at the proficient level is placed on schools with minimally adequate support provided by the state, educators working closely with parents to prepare their children for formal schooling becomes more critical. The overarching question guiding this study was how, or to what extent, do family interactions affect preschool reading readiness for children of poverty in rural South Carolina? The design of this study combined quantitative and qualitative methods in an attempt to better understand and explain the interactions that take place in some homes of children of poverty that may not take place in others. This study focused on fifty, four-year-old children enrolled in a public four-year-old preschool program in rural South Carolina. Quantitative data gathered from the Peabody Picture Vocabulary Test III (PPVT) created by Dunn and Dunn in 1997 was used to purposefully select those children scoring in the upper and lower quartiles based on the norms of the assessment tool. Based on these Peabody Picture Vocabulary Test scores, primary care givers of those children identified in the upper and lower quartiles were targeted for further qualitative study. Interviews with the child's primary caregiver using the Even Start Family Literacy Parent Education Profile (PEP) created by the RMC Research Corporation and the New York State Department of Education in 2006 were conducted in the child's home. Responses were then coded and compared to the child's preschool reading readiness ability. This information can then be used to replicate the identified activities that support preschool reading readiness in the school setting.
590 $a School code: 1351.
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, Early Childhood. $3 1017530
690 $a 0449
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710 2 $a Capella University. $b School of Education. $3 1018430
773 0 $t Dissertation Abstracts International $g 72-04A.
790 1 0 $a Redditt, Charisse, $e advisor
790 1 0 $a Weems-White, Denise M. $e committee member
790 1 0 $a Sampson, Randall $e committee member
790 $a 1351
791 $a Ph.D.
792 $a 2011
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