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Changes in parents’ spanking and reading as mechanisms for Head Start impacts on children

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dc.contributor.author Gershoff, E. T., Ansari, A., Purtell, K. M., & Sexton, H. R.
dc.date.accessioned 2017-03-09T15:46:31Z
dc.date.available 2017-03-09T15:46:31Z
dc.date.issued 2016
dc.identifier.citation Gershoff, E. T., Ansari, A., Purtell, K. M., & Sexton, H. R. (2016). Changes in parents’ spanking and reading as mechanisms for Head Start impacts on children. Journal of family psychology, 30(4), 480-491. en_US
dc.identifier.uri https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4885802/pdf/nihms733700.pdf
dc.identifier.uri http://hdl.handle.net/11212/3254
dc.description.abstract This study examined whether Head Start, the nation’s main two-generation program for low-income families, benefits children in part through positive changes in parents’ use of spanking and reading to children. Data were drawn from the 3-year-old cohort of the national evaluation of the Head Start program known as the Head Start Impact Study (N = 2,063). Results indicated that Head Start had small indirect effects on children’s spelling ability at age 4 and their aggression at age 4 through an increase in parents’ reading to their children. Taken together, the results suggest that parents plays a role in sustaining positive benefits of the Head Start program for children’s behavior and literacy skills, one that could be enhanced with a greater emphasis on parent involvement and education. (Author Abstract) en_US
dc.language.iso en_US en_US
dc.publisher Journal of family psychology en_US
dc.subject child abuse en_US
dc.subject physical abuse en_US
dc.subject corporal punishment en_US
dc.subject discipline en_US
dc.subject research en_US
dc.title Changes in parents’ spanking and reading as mechanisms for Head Start impacts on children en_US
dc.type Article en_US


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