The California School Psychologist

, Volume 10, Issue 1, pp 105–116 | Cite as

School Readiness Needs of Latino Preschoolers: A Focus on Parents’ Comfort with Home-School Collaboration

  • Renee P. Pyle
  • Michael P. Bates
  • Jennifer L. Greif
  • Michael J. Furlong
General Article


This study investigated the contextual, social, language, and learning factors that influence the success of Latino preschoolers transitioning to kindergarten. Data were collected on 112 Latino children who completed a four-week preschool program focusing on English language and school readiness skills. Predictive analyses indicate that their parents’ self-reported comfort with home-school collaboration was a stronger predictor of kindergarten success than the academic and social skills measured by this study. These findings suggest that school readiness is a product of the interactions between the child, family and school personnel. Relationships that parents and children experience with school personnel are essential, not only because of their continuing influence on children after they begin school, but also because they provide the opportunity for families to be the best resources possible for their children.

Key Words

School Readiness Latino Preschool English Language Skills School Personnel 


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Bredekamp, S. (1992). Assessment alternatives in early childhood. In F. L. Parker, R. Robinson, S. Sambrano, C. S. Piotrkowski, J. Hagen, S. Randolph, & A. Baker (Eds.), New directions in child and family research: Shaping Head Start in the 90s (pp. 15–36). Washington, D.C.: Sage.Google Scholar
  2. California Department of Education, Educational Demographics Unit. (2004). Enrollment in California Public Schools by Ethnic Group, 2003–2004, Dropout Rates in California Public Schools by Ethnic Group, 1991–1992 through 2003–2004. Retrieved June 20, 2005, from
  3. Cosden, M., Zimmer, J., & Tuss, P. (1993). The impact of age, sex, and ethnicity on kindergarten entry and retention decisions. Educational Evaluation and Policy Analysis, 15, 209–222.Google Scholar
  4. Christenson, S. L., Rounds, T., & Gorney, D. (1992). Family factors and student achievement: An avenue to increase student success. School Psychology Quarterly, 7, 178–206.CrossRefGoogle Scholar
  5. Edwards, P. A. (1990). Strategies and techniques for establishing home-school partnerships with minority parents. In A. Barona & E. E. Garcia (Eds.), Children at risk: Poverty, minority status, and other issues in educational equity (pp. 217–236). Silver Spring, MD: National Association of School Psychologists.Google Scholar
  6. Ellwein, M. C., Walsh, D. J., Eads, G. M., & Miller, A. (1991). Using readiness tests to route kindergarten students: The snarled intersection of psychometrics, policy and practice. Educational Evaluation and Policy Analysis, 13, 159–175.Google Scholar
  7. Gredler, G. R. (1992). School readiness: Assessment and educational issues. Brandon, VT: Clinical Psychology Publishing.Google Scholar
  8. Gresham, F. M., & Elliott, S. N. (1990). Social Skills Rating System: Manual. Circle Pines, MN: American Guidance Service.Google Scholar
  9. Harradine, C. C., & Clifford, R. M. (1996). When are children ready for kindergarten? Views of families, kindergarten teachers, and child care providers. Paper presented at the meeting of the American Educational Research Association, New York (ERIC Document Reproduction Service No. ED 399044).Google Scholar
  10. Holloway, S. D., Rambaud, M. F., Fuller, B., & Eggers-Pierola, C. (1995). What is “appropriate practice” at home and in child care? Low-income mothers’ views on preparing their children for school. Early Childhood Research Quarterly, 10, 451–473.CrossRefGoogle Scholar
  11. Izzo, C. V., Weissberg, R. P., Kasprow, W. J., & Fendrich, M. (1999). A longitudinal assessment of teacher perceptions of parent involvement in children’s education and school performance. American Journal of Community Psychology, 27(6), 817–839.PubMedCrossRefGoogle Scholar
  12. Jimerson, S. R. (2000, 2002). Oral Reading Assessment Level — by Jimerson (ORAL-J): The administration and technical manual. Available from S. R. Jimerson, University of California, Santa Barbara, California, 93106–9490.Google Scholar
  13. Klein, J., & Jimerson, S. R. (2005). Examining ethnic, gender, and language bias of oral reading fluency scores among Caucasian and Hispanic students. School Psychology Review, 20(1), 23–50.CrossRefGoogle Scholar
  14. Klimes-Dougan, B., Lopez, J. A., Nelson, P., & Adleman, H. S. (1992). Two studies of low-income parents’ involvement in schooling. The Urban Review, 24, 185–202.CrossRefGoogle Scholar
  15. Lopez, A., & Cole, C. L. (1999). Effects of a parent-implemented intervention on the academic readiness skills of five Puerto Rican kindergarten students in an urban school. School Psychology Review, 28, 439–447.Google Scholar
  16. Meisels, S. (1995). The work-sampling system: Reliability and validity of a performance assessment for young children. Early Childhood Research Quarterly, 10, 277–296.CrossRefGoogle Scholar
  17. Meisels, S. J. (1998). Assessing readiness (Report No. 3-002). Ann Arbor, MI: Center for the Improvement of Early Reading Achievement. Retrieved September 15, 2001, from Google Scholar
  18. Mexican American Legal Defense and Educational Fund. (2002). California’s Latino children ages 0–5 executive summary. Los Angeles: Author.Google Scholar
  19. National Education Goals Panel. (1991). The national education goals report. Washington, D.C.: Author.Google Scholar
  20. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Retrieved May 28, 2005, from
  21. Pyle, R. P. (2003). School readiness needs of Latino preschoolers and their families and prediction of kindergarten success: A focus on contextual variables. Unpublished doctoral dissertation, University of California, Santa Barbara.Google Scholar
  22. Piotrkowski, C. S., Botsko, M., & Matthews, E. (2000). Parents’ and teachers’ beliefs about children’s school readiness in a high-need community. Early Childhood Research Quarterly, 15, 537–558.CrossRefGoogle Scholar
  23. Ramey, C. T., & Ramey, S. L. (2004). Early learning and school readiness: Can early intervention make a difference? Merrill-Palmer Quarterly, 50, 471–491.CrossRefGoogle Scholar
  24. Redding, M. (2004, November). An assessment of kindergarten readiness. Paper presented at the annual Research Festival of the Counseling/Clinical/School Psychology Program, University of California, Santa Barbara.Google Scholar
  25. Taylor, A. R., & Machida, S. (1994). The contribution of parent and peer support to Head Start children’s early school adjustment. Early Childhood Research Quarterly, 9, 387–405.CrossRefGoogle Scholar
  26. Walker, H. M., Block-Pedego, A., Todis, B., & Severson, H. (1991). School Archival Records Search: User’s guide and technical manual. Longmont, CO: Sopris West.Google Scholar

Copyright information

© California Association of School Psychologists 2005

Authors and Affiliations

  • Renee P. Pyle
    • 1
  • Michael P. Bates
    • 2
  • Jennifer L. Greif
    • 2
  • Michael J. Furlong
    • 2
  1. 1.Children’s Health CouncilPalo AltoUSA
  2. 2.University of CaliforniaSanta BarbaraUSA

Personalised recommendations