Predicting kindergarten academic skills: Interactions among child care, maternal education, and family literacy environments

Early Childhood Research Quarterly

Volumn 13, Issue 3, 1998, Pages 501-521

  Christian, Kate ^a   Morrison, Frederick J ^b   Bryant, Fred B ^b  

^a LOYOLA UNIVERSITY CHICAGO   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0032337626     PISSN: 08852006     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0885-2006(99)80054-4     Document Type: Article

References (68)

1. Alexander, K. L. & Entwisle, D. R. (1988). Achievement in the first 2 years of school: patterns and processes. Monographs of the Society for Research in Child Development. Serial No. 218, Vol 53, No. 2.
2. Applebee, A. N., Langer, J. A., & Mullis, I. V. S. (1989). Crossroads in American education. Princeton, N. J.: National Assessment of Educational Progress.
3. Auerbach, E. R. (1989). Toward a social-contextual approach to family literacy. Harvard Educational Review, 59(2), 165-181.
4. Barnett, W. S. (1995). Long-term effects of early childhood programs on cognitive and school outcomes. The Future of Children, 5(3), 25-50.
5. Bates, J. E. (1994). Child-care history and kindergarten adjustment. Developmental Psychology, 30(5), 690-700.
6. Baumrind, D. (1966). Effects of authoritative parental control on child behavior. Child Development, 37(4), 887-907.
7. Baumrind, D. (1993). The average expectable environment is not good enough: a response to Scarr. Child Development, 64, 80-97.
8. Belsky, J. (1986). Infant day care: A cause for concern. Zero to Three, 6(5), 1-9.
9. Bentler, P. M. & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88, 588-606.
10. Broberg, A. G., Wessels, H., Lamb, M. E., & Hwang, C. P. (1997). Effects of day care on the development of cognitive abilities in 8-year-olds: A longitudinal study. Developmental Psychology, 33(1), 62-69.
11. Burchinal, M., Lee, M., & Ramey, C. (1989). Types of day-care and preschool intellectual development in disadvantaged children. Child Development, 60, 128-137.
12. Chall, J.S. & Snow, C. (1982). Families and literacy: The contributions of out of school experiences to children's acquisition of literacy. A final report to the National Institute of Education.
13. Chicago Metropolitan Association for the Education of Young Children, affiliate of NAEYC (1997). Family guide to kindergarten and primary learning. Brochure published by Kindergarten and Primary Commission of the Chicago Metro AEYC.
14. Clarke, R. M. (1983). Family life and school achievement: Why poor black children succeed or fail. Chicago, IL: University of Chicago Press.
15. Clarke-Stewart, A. (1987). Predicting child development from child care forms and features: The Chicago Study. In D. A. Phillips (Ed.), Quality in child care: What does research tell us? Research Monographs of the National Association for the Education of Young Children, Vol 1, 21-42. Washington, DC: National Association for the Education of Young Children.
16. Clarke-Stewart, A. (1990). A home is not a school: the effects of child care on children's development. Journal of Social Issues, 47(2), 105-123.
17. Clarke-Stewart, A. (1991). Does day care affect development? Journal of Reproductive and Infant Psychology, 9, 67-78.
18. Cohen, J. (1994). The earth is round (p < .05). American Psychologist, 49, 997-1003.
19. Committee for Economic Development (1987). Children in need: Investment strategies for the educationally disadvantaged. New York: Author.
20. Desai, S., Chase-Lansdale, P. L., & Michael, R. T. (1989). Mother or market? Effects of maternal employment on the intellectual ability of 4-year-old children. Demography, 26, 545-561.
21. Dunn, L. M. & Dunn, L. M. (1981). Peabody picture vocabulary test-revised (Form L). Circle, Pines, MN: American Guidance Service.
22. Entwisle, D. R. & Alexander, K. L. (1993). Entry into schools: The beginning school transition and educational stratification in the United States. Annual Review in Sociology, 19, 401-423.
23. Field, T. (1991). Quality infant daycare and grade school behavior and performance. Child Development, 62, 863-870.
24. Gorges, T. C. & Elliot, S. N. (1995). Homework: Parent and student involvement and their effects on academic performance. Canadian Journal of School Psychology, 11(1), 18-31.
25. Golden, M., Rosenbluth, L., Grossi, M., Policare, H., Freeman, H., & Brownlee, E. (1978). The New York City Infant Day Care Study. New York: Medical and Health Research Association of New York City.
26. Griffin, E.A. & Morrison, F. J. (1997). The unique contribution of Home Literacy Environment to differences in early literacy skills. Early Child Development and Care, 127-128, 233-243.
27. Gullo, D. & Burton, C. (1993). The effects of social class, class size and prekindergarten experience on early school adjustment. Early Child Development and Care, 88, 43-51.
28. Hofferth, S.L., Brayfield, A., Deich, S., & Holcomb, P. (1991). National child care survey, 1990. Urban Institute Report 91-5. Washington, DC: Urban Institute Press.
29. Howes, C. (1988). Relations between early child care and schooling. Developmental Psychology, 24(1), 53-57.
30. Howes, C. (1990). Can age of entry into child care and the quality of child care predict adjustment in kindergarten? Developmental Psychology, 26, 292-303.
31. Hyde, J. S. & Linn, M. C. (1988). Gender differences in verbal ability: A metaanalysis. Psychological Bulletin, 194, 53-69.
32. Jaccard, J., Turrisi, R., & Wan, C. K. (1990). Interaction effects in multiple regression. Newbury Park, CA: Sage.
33. Joreskog, K. G. & Sorbom, D. (1993). LISREL 8 user's reference guide. Chicago: Scientific Software International.
34. Klem, L. (1995). Path analysis. In L. G. Grimm & P. R. Yarnold (Eds.), Reading and understanding multivariate statistics (pp. 65-97). Washington, DC: American Psychological Association.
35. Kontos, S. (1991). Child care quality, family background, and children's development. Early Childhood Research Quarterly, 6, 249-262.
36. Larsen, J. M. & Robinson, C. C. (1989). Later effects of preschool on low-risk children. Early Childhood Research Quarterly, 4, 133-144.
37. Larsen, J. M., Hite, S. J., & Hart, C. H. (1983). The effects of preschool on educationally advantaged children: First phases of a longitudinal study. Intelligence, 7, 345-352.
38. Lazar, I., Darlington, R., Murray, H., Royce, J., & Snipper, A. (1982). Lasting effects of early education: A report from the Consortium for Longitudinal Studies. Monographs of the Society for Research in Child Development, 47(2-3, Serial No. 195).
39. Lee, V. E., Brooks-Gunn, J., Schnur, E., & Liaw, F. R. (1990). Are Head Start effects sustained? A longitudinal followup comparison of disadvantaged children attending Head Start, no preschool, and other preschool programs. Child Development, 61, 495-507.
40. Loehlin, J. C. (1992). Latent variable models: An introduction to factor, path analysis, and structural analysis (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum.
41. Maccoby, E. E. & Jacklin, C. N. (1974). The psychology of sex differences. Stanford, CA: Standford University Press.
42. Maccoby, E. E. & Martin, J. A. (1983). Socialization in the context of the family: Parent-child interaction. In E. M. Hetherington (Ed.), & P. H. Mussen (Series Ed.), Handbook of child psychology: Socialization, personality, and social development, Vol 4, pp. 1-101. New York: Riley.
43. Markwardt, F. (1989). Peabody individual achievement test-revised. Circle Pines, MN: American Guidance Service.
44. McCartney, K. (1984). Effect of quality of day care environment on children's language development. Developmental Psychology, 20, 244-260.
45. McCartney, K., Scarr, S., Phillips, D., Grajek, S. (1985). Day care as intervention: Comparisons of varying quality programs. Journal of Applied Developmental Psychology, 29(2), 244-260.
46. McClane, J. B. & McNamee, G. D. (1990). Early literacy: The developing child. London, Harvard University Press.
47. McPherson, A. (1985). Assessment of goal attainment in child day care centers. Child Care Quarterly, 14(4), 287-289.
48. Morrison, F., Griffith, E. M., & Williamson, G. L. (1993). Two strikes from the start: Individual differences in early literacy. Paper presented at biennial meeting of the Society for Research in Child Development, New Orleans, March.
49. Morrison, F., Griffith, E., Williamson, G., & Hardway, C. (1993). Family literacy environment, learning-related social skills, and academic achievement. Paper presented at the Second Annual Head Start Conference, Washington, D. C., November, 1993.
50. NICHD Study of Early Child Care. (1994). Child care and child development: The NICHD Study of Early Child Care. In S. L. Friedman & H. C. Haywood (Eds.), Developmental follow-up: Concepts, domains, and methods, pp. 377-396, San Diego: Academic Press.
51. National Center for Children in Poverty. (1990). Five million children. New York: School of Public Health, Columbia University.
52. National Commission on Excellence in Education (1983), A nation at risk: The imperative for educational reform. The Chronicle of Higher Education, May 4, 11-16.
53. O'Brien Caughy, M., DiPietro, J. A., & Strobino, D. M. (1994). Day-care participation as a protective factor in the cognitive development of low-income children. Child Development, 65, 457-471.
54. Pardeck, J. T., Pardeck, J. A., & Murphy, J. W. (1986). Critical analysis of the impact of day care on the preschool child and the family. Journal of Sociology and Social Welfare, 13(4), 896-919.
55. Peng, S. S. & Wright, D. A. (1994). Explanation of academic achievement of Asian American students. Journal of Educational Research, 87(6), 346-352.
56. Plomin, R. & Daniels, D. (1987). Why are children in the same family so different from one another? Behavioral and Brain Science, 10, 1-60.
57. Ramey, C. T. & Ramey, S. L. (1990). Intensive educational intervention for children of poverty. Intelligence, 14(1), 1-9.
58. Rosnow, R. L. & Rosenthal, R. (1989). Statistical procedures and the justification of knowledge in psychological science. American Psychologist, 44, 1276-1284.
59. Scarr, S. (1993). Biological and cultural diversity: The legacy of Darwin for development. Child Development, 64, 1333-1353.
60. Schweinhart, L. J., Barnes, H. V., Weikart, D. P., Barnett, W. S., & Epstein, A. S. (1993). Significant benefits: The High Scope Perry Preschool Study through age 27. Ypsilanti, MI: High Scope.
61. Stevens, J. (1996). Applied multivariate statistics for the social sciences. Third edition. Mahwah, NJ: Lawrence Erlbaum.
62. Stevenson, H. W. & Lee, S. Y. (1990). Contexts of achievement. Monographs of the Society for Research in Child Development, 55(3-4), Serial #221.
63. Tanaka, J. S. (1993). Multifaceted conception of fit in structural equation models. In K.A. Bollen & J.S. Long (Eds.), Testing structural equation models (pp. 10-39). London: Sage.
64. Teale, W. H. (1986). Home background and young children's literacy development. In W. H. Teale & E. Sulzby (Eds.), Emergent literacy, (pp. 173-206). Norwood, NJ: Ablex.
65. U.S. Department of Commerce, Bureau of the Census (1987). Who's minding the kids? (Series P-70, No. 9). Washington, DC: Government Printing Office.
66. Werner, E. E. (1990). Protective factors and individual resilience. In S. Meisels & J. Shonkoff (Eds.), Handbook of early childhood intervention. New York: Cambridge University Press, pp. 97-116.
67. Whitehurst, G. J., Epstein, J. N., Angell, A. L., Payne, A. C., Crone, D. A., & Fischel, J. E. (1994). Outcomes of an emergent literacy intervention in Head Start. Journal of Educational Psychology, 86(4), 542-555.
68. Zigler, E. & Styfco, S. J. (1994). Head Start: Criticisms in a constructive context. American Psychologist, 49(2), 127-132.