Pamela W Burris, Beth M Phillips, Christopher J Lonigan
{"title":"Examining the Relations of the Home Literacy Environments of Families of Low SES with Children's Early Literacy Skills.","authors":"Pamela W Burris, Beth M Phillips, Christopher J Lonigan","doi":"10.1080/10824669.2019.1602473","DOIUrl":"10.1080/10824669.2019.1602473","url":null,"abstract":"<p><p>This study examined variability of the home literacy environment (HLE) using multiple measures among families of low SES. The relations of the measures to each other and to children's early oral language skills and print knowledge were reported. Considerable variability of the self-reported HLE items and the Children's Title Checklist (CTC) but low correlations were found among items. Children's expressive language skills were predicted by the CTC. The number of storybooks in the home predicted variance within children's receptive vocabulary. Concepts about Print (CAP) scores were predicted by the primary caregivers' frequency of shared reading and the age when parents began reading to children. Children's letter name scores were not associated with any of the HLE measures in this study. The research provides additional information about the HLE within the homes of low SES using multiple measures and how they relate differentially to children's early language and literacy skills.</p>","PeriodicalId":46222,"journal":{"name":"Journal of Education for Students Placed at Risk","volume":"24 2","pages":"154-173"},"PeriodicalIF":1.5,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7188069/pdf/nihms-1581076.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37882303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Christina Boelter, Tanja C Link, Brea L Perry, Carl Leukefeld
{"title":"Diversifying the STEM pipeline.","authors":"Christina Boelter, Tanja C Link, Brea L Perry, Carl Leukefeld","doi":"10.1080/10824669.2015.1030077","DOIUrl":"https://doi.org/10.1080/10824669.2015.1030077","url":null,"abstract":"<p><strong>Purpose: </strong>The current paper focuses on the description and evaluation of a two-year STEM intervention targeting underserved middle schools students from minority and low SES backgrounds.</p><p><strong>Design/methodology/approach: </strong>Middle school students from low-income and minority backgrounds (n = 166) were targeted to participate in a two-year, intensive, hands-on science and technology intervention to increase their interest in biomedical and health sciences. Quantitative and qualitative data were collected from TRY-IT! Students as well as a control group that did not participate in the intervention, teachers, and parents to assess changes in attitudes and knowledge with respect to a variety of STEM-related topics.</p><p><strong>Findings: </strong>Quantitative analyses did not reveal significant long-lasting differences between the TRY-IT! and the control group, thus providing a mixed assessment of the effectiveness of the intervention. However, qualitative student responses collected during the second year of participation revealed positive attitudes toward the program experience and benefits of their exposure to science. In light of these findings, insights drawn from reflecting on successes and challenges experienced during the course of planning and implementing the study are provided to guide future programs and research.</p><p><strong>Originality/value: </strong>The intervention was developed in response to the continued under representation of minority and lower SES individuals in STEM careers. An effort to boost positive attitudes toward science and math, as well as confidence in the accessibility of STEM careers among this population is important given the promising outlook of this career field compared to others for future generations.</p>","PeriodicalId":46222,"journal":{"name":"Journal of Education for Students Placed at Risk","volume":"20 3","pages":"218-237"},"PeriodicalIF":1.5,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10824669.2015.1030077","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"35034655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}