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A Model of Parenting Risk and Resilience, Social-Emotional Readiness, and Reading Achievement in Kindergarten Children from Low-Income Families Model

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An Author Correction to this article was published on 04 October 2019

This article has been updated

Abstract

Objectives

Parents’ early school involvement is central to successful school transition. However, results of parenting programs aimed at improving kindergarten transition for children from disadvantaged backgrounds are inconclusive and the achievement gap is increasing. Using a family resilience model, we examine relationships between a set of parenting resilience and risk factors, Kindergarteners’ social-emotional readiness, and reading achievement in a sample of families with low-incomes using the Early Childhood Longitudinal Study-Kindergarten (ECLS-K 1998-99) dataset.

Methods

Using Structural Equation Modeling, we estimated direct and indirect relationships between parenting processes and children’s social-emotional readiness and reading achievement. Parenting factors were latent variables in our model, and included parenting stress, discipline practices, family rules, parent-school involvement, home involvement, and cultural involvement. Mediating variables were indicators of social-emotional readiness including, approaches to learning, self-control, interpersonal skills, externalizing, and internalizing problem behaviors.

Results

School involvement and approaches to learning directly influenced kindergarten reading achievement. Parenting stress was negatively related to reading achievement through approaches to learning. Parent-school involvement was positively related to achievement through approaches to learning and negatively through self-control. Approaches to learning partially mediated the relationship between parent-school involvement and reading outcomes, and fully mediated the relationship between parenting stress and reading outcomes.

Conclusions

Kindergarten children’s approaches to learning (attention, persistence, organization, and flexibility) may be a helpful focus of intervention for Kindergarten transition. For families with low SES, interventions that target parenting stress, approaches to learning, and reading achievement should be of particular concern for educators.

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Change history

  • 04 October 2019

    An amendment to this paper has been published and can be accessed via a link at the top of the paper.

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Acknowledgements

S.S.A., W.L. and E.A. received an internal seed grant, College Research Incentive Fund (CRIF), to fund this study.

Author Contributions

S.S.A. designed and executed the study, consulted on data analysis, and wrote the paper. W.L. analyzed the data and wrote the results. W.L. and S.S.A. collaborated in the writing and editing of the final manuscript. Y.K. analyzed the data and collaborated with W.L. on writing the results. E.A. designed and executed the study in its early phases, and helped with the writing the paper.

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  1. The School of Human Development and Organizational Studies in Education, University of Florida, Gainesville, FL, 32611-7046, USA

    Sondra Smith-Adcock, Walter Leite & Ellen Amatea

  2. Department of Educational Science, Ataturk University, Erzurum, Turkey

    Yasmine Kaya

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Correspondence to Sondra Smith-Adcock.

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Appendix

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The means, variances, and zero-order correlations among endogenous variables are shown in Table 5.

Table 5 Means, variances, and zero-order correlations among endogenous variables
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Smith-Adcock, S., Leite, W., Kaya, Y. et al. A Model of Parenting Risk and Resilience, Social-Emotional Readiness, and Reading Achievement in Kindergarten Children from Low-Income Families Model. J Child Fam Stud 28, 2826–2841 (2019). https://doi.org/10.1007/s10826-019-01462-0

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