Abstract
This study focused on the link between parental involvement in reading and schooling and children's reading motivation. The sample consisted of 128 low-income Latino students in the second through seventh grade and their immigrant parents. The specific questions addressed were: (1) How involved are Latino parents in their children's schooling and reading? and (2) What is the association between Latino parents' involvement in their children's schooling and reading and their children's reading engagement? Descriptive analyses showed that the Latino parents reported moderate levels of involvement in their children's reading and schooling. Latent variable modeling revealed that parental involvement in reading was positively and significantly related to the children's reading motivation. However, parental involvement in schooling was not significantly related to the children's reading motivation.
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