Variable definitions of both academic performance and SDB likely contributed to the heterogeneity among published investigations. Clear links between SDB and poorer academic performance in school-age children are demonstrated. ES statistics were in the small to medium range, but nevertheless the findings serve to highlight to parents, teachers, and clinicians that SDB in children may contribute to academic difficulties some children face.

This study describes trajectories of early literacy skill development of 99 children (n ϭ 55 boys) in their first year of primary school in New Zealand (NZ). Children were assessed twice weekly for 8 weeks on Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2011) First Sound Fluency (FSF) and AIMSweb Letter Sound Fluency (LSF;Shinn & Shinn, 2002), with other early literacy and beginning reading skills assessed before and after progress monitoring. FSF and LSF growth trajectories were modeled separately. Multilevel modeling indicated improved performance; however, growth mixture modeling indicated 3 growth trajectories (i.e., latent classes; FSF and LSF, respectively): typical (77.6% of children, 65.7%), developing (10.8%, 14.6%), and limited progress (11.6%, 19.7%). Beginning of year screening was sometimes associated with latent class membership, whereas latent class membership differentiated mid-and year-end literacy skills. Results support progress monitoring of early literacy skills within the NZ context to aid earlier identification of children at-risk for difficulties with reading acquisition. Impact and ImplicationsThis study demonstrated that monitoring children's progress on early literacy skills over one term can reflect skill development in the first year of school. Although most children's performance improved over time, this study identified distinct growth trajectories, finding some children with low initial performance who showed limited progress. This research supports screening and progress monitoring for earlier identification and provision of supports to children experiencing challenges with reading acquisition.

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The purpose of this study was to clarify equivocal findings in the parent-involvement literature and examine novel interactions in a New Zealand context. Specifically, this study tested direct effects of school year, parent education, family structure, and child gender on parent involvement in elementary school. In addition, interactions between parent, family, and child characteristics were explored as moderators on the relation of school year and parent involvement. Participants were 421 primary caregivers of children attending their first through final years of elementary school on New Zealand's South Island. Structural equation models were used to detect direct and interaction effects. Findings revealed statistically significant direct effects for several parent, family, and child characteristics examined. No interaction effects were found. Implications and future research directions are discussed. P A R E N T educational involvement is considered a critical element in fostering academic and social-emotional development, and has been identified as such in national policy in many countries (e.g., Ministry of Education, 2011; U.S. Department of Education, 2010). Policy initiatives advocating for increased and nuanced parent involvement are supported by numerous studies documenting positive relations between parent involvement and important child outcomes (Barnard, 2004;

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