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The purpose of this project is to assess the impact of a home-based education program for preschool-aged children called the Home Instruction Program for Preschool Youngsters (HIPPY). This program aims to increase school readiness of children deemed educationally “at-risk” by reason of family poverty, parent education levels, family isolation, settlement issues, and/or English language skills. 13% of HIPPY participants are refugees, 70% are newcomers to Canada, and 12% are Indigenous. A data set on school readiness will be analyzed, as measured by The Bracken Basic Concept Scale (2006), a well-known standardized school readiness instrument. Bracken data were collected at two time points one year apart on 311 preschool children at 6 HIPPY sites across Canada, serving a diverse population of families. Analyses of the data will address change over time in children’s age-adjusted Bracken standard scores. Bracken scores will also be examined in relation to a variety of socio-demographic (e.g., child sex, immigration status, place of birth, and mothers’ English language competency) and parent (e.g., frequency of reading to child, engagement in HIPPY) factors.
Lucy Le Mare
Mothers Matter Center
Simon Fraser University
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