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Drawing on an Ontario study of summer literacy camps, the work compares how parent engagement relates to two measures: spring cumulative learning snapshots and summer literacy growth or loss, using regression analysis to separate effects from school influences. Only three out of 14 parent engagement indicators predict spring outcomes, none predict summer change, while family socio-economic status predicts both.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/a-seasonal-comparison-of-the-effectiveness-of-parent-engagement-on-student-literacy-achievement/596167/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/a-seasonal-comparison-of-the-effectiveness-of-parent-engagement-on-student-literacy-achievement/596167.png","ImageObject",300,407,{"name":42,"@type":43},"Guten tag","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What outcomes does the study compare to assess parent engagement?","Question",{"text":62,"@type":63},"It compares two outcomes: spring snapshots of cumulative learning and summer literacy growth or loss.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How many parent engagement measures are positive predictors of literacy outcomes?",{"text":67,"@type":63},"Out of 14 measures, only three are positive predictors of spring literacy outcomes, and none predict summer growth or loss.",{"name":69,"@type":60,"acceptedAnswer":70},"What factor continues to predict both outcomes in the study?",{"text":71,"@type":63},"Family socio-economic status remains a powerful predictor for both the spring and summer outcomes.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},596167,1792232067,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","A Seasonal Comparison of the Effectiveness of Parent Engagement on Student Literacy Achievement  \nCathlene Hillier Crandall University  \nAbstract  \nParent engagement is often promoted as a remedy for reducing achievement gaps between students from high socio-economic and low socio-economic backgrounds. However, researchers have found mixed results when examining parent engagement and student outcomes. Drawing on a study investigating the effectiveness of summer literacy camps offered by schools in Ontario, I compare the influence of parent engagement on two outcomes: (1) spring snapshot of cumulative learning, and (2) summer literacy growth/loss. In considering summer learning in regression analysis, I aim to investigate the effect of parent engagement without the influence of schools during the academic year. Out of 14 parent engagement measures, I find only three (parents’ aspirations, home resources, discussions of school with children) are positive predictors of spring literacy outcomes and that none predict summer literacy growth/loss. Family socio-economic status remains a powerful predictor of  \nCanadian Journal of Education / Revue canadienne de l’éducation 44:2 (2021)©2021 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nachievement for both outcomes. I interpret my findings within three proposed mechanisms of parent engagement: cultivation ethic, realist reaction, and expressive logic.  \nKeywords: parent engagement, literacy achievement, socio-economic status, inequality, summer learning, summer literacy camp(s)  \nRésumé  \nL’engagement des parents est souvent présenté comme un remède pour réduire les écarts de rendement entre les élèves issus des milieux socioéconomiques élevés et faibles. Cependant, les chercheurs ont constaté des résultats mitigés lorsqu’ils ont examiné l’engagement des parents et les résultats des élèves. En m’appuyant sur une étude portant sur l’efficacité des camps d’alphabétisation estivaux offerts par les écoles de l’Ontario, je compare l’influence de l’engagement des parents sur deux résultats : 1) l’aperçu printanierde l’apprentissage cumulatif, et 2) la croissance ou la perte d’alphabétisation durant l’été . En considérant l’apprentissage estival dans une analyse de régression, je cherche à étudierl’effet de l’engagement des parents sans l’influence des écoles pendant l’année scolaire. Sur quatorze mesures de l’engagement des parents, je constate que trois seulement (les aspirations des parents, les ressources à la maison, les discussions sur l’école avec les enfants) sont des prédicteurs positifs des résultats de l’alphabétisation au printemps et qu’aucune ne prédit la croissance ou la perte de l’alphabétisation lors de l’été . Le statut socioéconomique de la famille demeure un puissant indicateur de la réussite pour les deux résultats. J’interprète mes conclusions en fonction de trois mécanismes proposés pour l’engagement des parents : l’éthique de la culture, la réaction réaliste et la logique expressive.  \nMots-clés : engagement des parents, alphabétisation, statut socioéconomique, inégalité, apprentissage estival, camp(s) d’alphabétisation d’été  \nAcknowledgement  \nThis research was supported in part by funding from a SSHRC Insight Grant [435-2013-0730] .  \nCanadian Journal of Education / Revue canadienne de l’éducation 44:2 (2021) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nParent engagement 1 in children’s schooling has received widespread support from education policy makers, as it is conceptualized as one solution in increasing student achievement (e.g., Australian Government, Department of Education, Employment and Workplace Relations, 2012; Ontario Ministry of Education, 2010; U.S. Department of Education, 2004). Despite the fanfare, researchers have found mixed results when examining parent engagement and student outcomes. Some scholars have found that many types of parent engagement do not sub","cbCaifgkb6O0mVTM","https://ap.wps.com/l/cbCaifgkb6O0mVTM","pdf",248580,34,"English","# Abstract\n# Introduction","[{\"question\":\"What outcomes does the study compare to assess parent engagement?\",\"answer\":\"It compares two outcomes: spring snapshots of cumulative learning and summer literacy growth or loss.\"},{\"question\":\"How many parent engagement measures are positive predictors of literacy outcomes?\",\"answer\":\"Out of 14 measures, only three are positive predictors of spring literacy outcomes, and none predict summer growth or loss.\"},{\"question\":\"What factor continues to predict both outcomes in the study?\",\"answer\":\"Family socio-economic status remains a powerful predictor for both the spring and summer outcomes.\"}]","A Seasonal Comparison of the Effectiveness of Parent Engagement on Student Literacy Achievement | PDF",1792082566,86]