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ERIC Number: ED670811
Record Type: Non-Journal
Publication Date: 2024
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0193-3973
EISSN: N/A
Available Date: 0000-00-00
Dual Language Learners: Influence of Parent Education & Mobility on School Readiness
Guadalupe Diaz Lara1; Megan M. McClelland2
Grantee Submission, Journal of Applied Developmental Psychology v90 Article 101605 2024
This study explored the relations between parental formal education, residential mobility, and children's school readiness in a sample of 509 Head Start children, 30% of whom were Spanish-speaking Dual Language Learners (DLLs). Additionally, it explored whether the relations between these demographic factors and school readiness varied as a function of DLL status. Results indicated that parental formal education was associated with higher math and literacy scores, but residential mobility was only marginally associated with lower literacy and math scores. Moreover, the relation between residential mobility and early math varied as a function of DLL status. Additionally, the relation between parent formal education and early math also varied as a function of DLL status. These interactions were not found between residential mobility, parent education, and early literacy. Findings highlight the differential influence of demographic factors on DLLs' school readiness. [Additional funding for this study was received from the Ford Family Foundation.]
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Oregon State University (OSU)
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Head Start
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement
IES Funded: Yes
Grant or Contract Numbers: R305A100566
Department of Education Funded: Yes