Migrant preschool children's school readiness and early elementary school performance

The unique and compensatory effects of home and classroom learning activities on Migrant and Seasonal Head Start children’s Spanish and English emergent literacy skills

“…Fewer studies have examined children's language and literacy experiences in MSFW families. Constraints such as long working hours, high illiteracy rates, limited access to learning materials, and unfamiliarity with the U.S. education system present challenges for MSFW parents to support their children's early literacy development (Mehta et al, 2000;Perreira et al, 2006;Tavassolie et al, 2018). Nonetheless, MSFW parents value education and have high dedication to and expectation for their children (O'Brien et al, 2011;Barrueco, 2012;Smith and Johnson, 2019).…”

“…They have an average education level of 8th grade, and approximately one third of them are living below the poverty line (National Center for Farmworker Health (NCFH), 2020). Young children of MSFW families are among the most underprivileged, underserved groups in the United States (Mathur and Parameswaran, 2012), facing developmental obstacles such as food insecurity, unstable and crowded housing, language and cultural barriers, and limited access to educational and healthcare services (Perreira et al, 2006;Barrueco, 2012;Tavassolie et al, 2018). To date, most studies have focused on MSFW children's mental and physical health (Kupersmidt and Martin, 1997;Beltran, 2010;Taylor and Ruiz, 2017), with a scarcity of work on their development of early language and literacy skills.…”

“…Most MSFW children are Spanish-English dual language learners (DLLs), who are exposed to Spanish at home and English at preschool during the months they are enrolled in MSHS programs (Mathur and Parameswaran, 2012). Given their limited English experiences, many MSFW children struggle with emergent literacy in English, which could later become a barrier for school achievement (Tavassolie et al, 2018). A study of MSFW children in Florida showed that, even though children made progress in their English over time, only 43% of the children reached the developmental benchmark in English at the end of preschool; and in kindergarten, 52% and 23% of MSFW children were at high and medium risk in their development of English emergent literacy skills (Tavassolie et al, 2018).…”

“…Given their limited English experiences, many MSFW children struggle with emergent literacy in English, which could later become a barrier for school achievement (Tavassolie et al, 2018). A study of MSFW children in Florida showed that, even though children made progress in their English over time, only 43% of the children reached the developmental benchmark in English at the end of preschool; and in kindergarten, 52% and 23% of MSFW children were at high and medium risk in their development of English emergent literacy skills (Tavassolie et al, 2018). Additionally, MSFW parents express concerns regarding their children's Spanish loss (Smith and Johnson, 2019).…”

Factors Influence School Readiness of Inclusion Elementary School’s Students

“…School readiness as an important factor to support the success of student learning have big influence, both on academic abilityaspect and personality aspects. Previous research on students with low socioeconomic backgrounds and immigrant families reported that writing and numeracy exercises given during preschool could be a predictor of various aspects of performance at the beginning of elementary school and various aspects of reading and math skills in third grade, levels where lessons begin to being abstract [9,10] School readiness also contributes to a number of student personality aspects; including self-regulation ability [11], social competence [12], and the school socialization skills [13].…”