Reciprocal Relationship between Parents’ School- and Home-Based Involvement and Children’s Reading Achievement during the First Year of Elementary School

Reading is an essential competence students learn in school. One question how parents can support their children and reading competence, particularly at the beginning of elementary Guided by this question, study investigated longitudinally reciprocal relationship between parental school- home-based involvement with children’s competence. We also tested whether mediated structural context variables (e.g., migration background) A total 254 parent–child dyads answered a questionnaire two measurement points, i.e., end first grade Home-based were negatively, reciprocally related to each other. Furthermore, we found negative association 1 relative change school-based 1. No mediation effects relation found. This paper provides deeper understanding complex interrelations family–school partnership during school year.