Cumulative Risk, The Home Environment, And Interactive Book Reading Between Mother And Child As Predictors Of School Readiness

CUMULATIVE RISK, THE HOME ENVIRONMENT, AND INTERACTIVE BOOKREADING BETWEEN MOTHER AND CHILD AS PREDICTORS OF SCHOOLREADINESSbyLAURA M. NORTHERNERDECEMBER 2013Advisor: Dr. Christopher J. TrentacostaMajor: Psychology (Clinical)Degree: Master of ArtsThere is evidence in the literature that early school readiness predicts later school performance (Duncan et al., 2007; La Paro and Pianta, 2000). There is less research, however,on the impact of risk factors on a child’s school readiness, and protective factors that may lessenthe negative effects of various risk factors. This study explored predictors of school readiness,including cumulative socio-demographic risk, the home environment, and interactive bookreading behaviors. Participants included 104 young mothers and their children. The mother andchild dyads were assessed at three time points. Cumulative socio-demographic risk wasmeasured in the lab when the children were 18 months old. The home environment andinteractive book reading were collected at the mothers’ homes when the children were 24 monthsold. The outcome measure of school readiness was collected at the mothers’ homes when thechildren were 36 months old. It was expected that cumulative socio-demographic risk, the homeenvironment and interactive reading behaviors would each predict school readiness. It was alsohypothesized that the home environment would moderate the relationship between cumulativerisk and school readiness. Finally, it was expected that interactive reading behaviors would