A Regression Analysis of Early Literacy to Minutes Read, Caregivers' Education, Books, and SES

A Regression Analysis of Early Literacy to Minutes Read, Caregivers' Education, Books, and SES

Author: 
Molly Hein
Program of study: 
Ed.D./CI
Abstract: 
Kindergarten classrooms of today look much different than those from a few decades ago; more time is spent focused on reading and writing, so ensuring children have early literacy opportunities in their environment during early childhood is essential. The purpose of this regression analysis was to evaluate relationships between children's literacy scores and the number of minutes children read with a primary caregiver. This study determined relationships between children’s literacy scores and caregivers’ level of education, the number of books in the home, and socioeconomic status (SES). Literacy scores of the 92 children who participated in this study were measured using the Get Ready to Read! Revised literacy assessment. This study also included the children’s primary caregivers and the children and caregivers were participants in a parent-child program in Eastern Iowa. Caregivers of the children kept track of the number of minutes they read with the children for one month and identified their SES, level of education, and counted the number of books in the home. By using a regression analysis, the findings indicated caregivers’ level of education was the largest predictor of children’s literacy scores (β = .355). Data analysis also included a stepwise regression; the stepwise regression suggested caregivers’ level of education was the most significant variable related to children’s literacy scores.
Dedication: 
This dissertation is dedicated to my children as their smiles, hugs, and kisses got me through each day of this long journey and to my husband, Tom, who encouraged me not to give up and showed me support along the way. I would also like to dedicate this in memory of my aunt, and Godmother, Jill, who gave me words of encouragement when I began this journey and since then has been cheering me on from Heaven. On the most trying days of this journey I always seemed to hear the song that reminded me of her on the radio. Most importantly, I dedicate this to God as there were days I had no faith in myself in completing this journey, but my faith and prayer kept me moving forward, specifically through Psalm 46:5 God is within her, she will not fall; God will help her at the break of day.
Acknowledgements: 
This study would not have been possible without the support of my family and friends. I want to thank my husband, Tom, for allowing me to follow my dream. He was always willing spend time with the kids so I could meet a deadline and took care of them each year while I attended residency in Phoenix or Nashville. My son Carter, who was just one when I began this journey, was always willing to sit next to me and do his own “homework” while I worked on mine and often offered to help me, in his words “if he only understood it”. I could never say no when he would ask “please lay with me” at bedtime; this became a routine to talk about our day before I started my homework each night. My daughter Chloe, who I was expecting when I began this journey. She often encouraged me to take breaks to dance with her or watch one of her “concerts” and would sit by me with her leap pad and “check her emails” while I worked. Her dolls and stuffed animals often did their own homework while she played with them. The love of books both of my children have truly inspired the foundation of my research and ignited my passion for the importance of the development of early literacy skills To my parents, Steve and Mary Beth, who taught me the value and importance of education from a young age and have supported and encouraged me in all of my endeavors. They were the ones who encouraged me to go to college when I was not sure I wanted to continue my education at that time in my life, so I am thankful for their encouragement. To my in-laws, Tom and Diane, who spent hours with my kids, provided many meals during this long journey, and have shown me love and support since the day I met them. I would like to thank my sisters, Megan and Sarah for their phone calls and cards to show me their love and support and my sister and brothers-in-law for their support as well. I also want to give a huge thank you to Dr. Penn; words cannot express how grateful I am for having her along on this journey with me. Dr. Penn always knew what to say to calm my nerves, advocated for me when I needed it, and helped me take my ideas and turn them into reality. I also want to thank Dr. Moye and Dr. Kelly, my committee members. I am very thankful for the contributions each of them made to my study and for their belief in me and how they encouraged and guided me to develop and implement a successful research study. I am not sure how I got so lucky to have the best possible committee of three for this journey. I would like to thank all of my other family members, friends, supervisors, and co-workers who showed me love and support for the past four and a half years. Without them, my goals and dreams would not have been possible. I wish I could name each and every one of these amazing people. Thank you for not giving up on me and understanding when I had to miss out on parties, lunch dates, and other important events. Finally, I would like to thank the parent-child program that participated in this study. This study would not have been possible without the supervisors, parent educators, and families that were willing to participate in this study. I will be forever grateful for the time and commitment each of you put into this study.