This study examined those early literacy skills and their relation to parent involvement. Two groups were chosen for the study, an intervention group and a comparison group. The intervention group, composed of three child care centers, received an eight-week intervention. The comparison group, composed of two child care centers, did not receive an intervention. Four measures were given to 67 children (33 males, 34
females) prior to the early literacy intervention and following the conclusion of the intervention. Measures include the Boehm Test of Basic concepts, the Peabody Picture Vocabulary Test Revised, the Print Awareness subtest, and the Receptive Vocabulary subtest from the Preschool Comprehensive Test of Print and Phonological Processing.
Results showed that parents can be effective increasing young children’s print awareness. In addition, teachers can provide parents with early literacy information they can use with their child. The intervention was not effective in increasing all vocabulary measures or basic concepts in young children. However, the results found a significant difference in one vocabulary measure that is directed at vocabulary achieved through reading instruction. Methodological reasons were identified for differential results.
