Effect of Family Involvement Training on the Language Skills of Young Elementary Children from Migrant Families.

Abstract

This quasi-experimental study (based on parent self-selection) examines the effects of a parent involvement program on kindergarten children’s English language skills. This program was implemented as one component of a Mi-grant Even Start Family Literacy Program. The study was conducted at a rural Midwestern elementary school with 14 kindergarten children of families par-ticipating in the parent involvement training program, and 15 kindergarten children from families not participating. This study followed these children through the end of first grade. Findings indicate that by the end of first grade, children from families participating in the parent involvement training pro-gram scored significantly higher on language measures than children in the control group. This suggests that equipping migrant families with new abilities to nurture their children’s language skills leads to positive language outcomes for their children. Key Words: parent involvement, race and ethnicity, migrant, early childhood education, family literacy