Citation

Oxford ML, Lee JO. J. Sch. Psychol. 2011; 49(5): 597-612.

Affiliation

Department of Family and Child Nursing at the University of Washington, Box 357920, Seattle, WA 98195, USA.

Copyright

(Copyright © 2011, Society for the Study of School Psychology, Publisher Elsevier Publishing)

DOI

10.1016/j.jsp.2011.06.001

PMID

21930011

PMCID

PMC3176457

Abstract

This longitudinal study examined a model of early school achievement in reading and math, as it varies by socioeconomic context, using data from the NICHD Study of Early Child Care and Youth Development. A conceptual model was tested that included features of family stress, early parenting, and school readiness, through both a single-group analysis and also a multiple-group analysis. Latent profile analysis was used to identify subgroups of more advantaged and less advantaged families. Family stress and parenting were shown to operate differently depending on the socioeconomic context, whereas child-based school readiness characteristics were shown to operate similarly across socieodemographic contexts. Implications for intervention are discussed.

Language: en