Table 4.
Comparison of implementation profiles in Study 2 for caregiver characteristics.
| Variable | Sporadic |
Late Dropouts |
Completers |
Nonstarters |
|---|---|---|---|---|
| M (SD) | M (SD) | M (SD) | M (SD) | |
| Profile percentage | 15% | 7% | 34% | 44% |
| Maternal education | 5.84 (2.5) | 5.86 (3.0) | 6.64 (2.2) | 5.46 (2.5) |
| Reading beliefs | ||||
| Don't have time to read (reverse) | 1.70 (1.3) | 2.50 (1.3) | 1.59 (1.2) | 1.75 (1.2) |
| Don't enjoy reading (reverse) | 0.70 (0.9) | 0.50 (0.6) | 0.69 (0.8) | 0.81 (0.9) |
| Reading is fun | 3.54 (0.8) | 2.00 (1.8) | 3.52 (0.9) | 3.44 (0.7) |
| Household chaos | 10.27 (4.9) | 7.75 (4.9) | 9.82 (4.8) | 11.34 (5.2) |
| Caregiver reading difficulty | 19% | 50% | 10% | 25% |
| Reading frequency | 5.07 (2.2) | 5.00 (3.6) | 5.67 (2.1) | 4.60 (2.3) |
Note. Maternal education based on a categorical scale to represent highest grade completed (1 = < 7th grade, 2 = 7th–8th grade, 3 = some high school, 4 = high school diploma, 5 = some college, 6 = university degree, 7 = postgraduate training). Reading belief items are from the Parent Reading Belief Inventory (DeBaryshe & Binder, 1994) and scored on a 1–4 scale (“reverse” items are reverse-scored, 1 = higher value); household chaos from the Chaos, Hubbub, and Order Scale (higher scores = more chaos; Matheny et al., 1995); Caregiver reading difficulty represents percentage of caregivers who reported receiving extra help for reading in high school; Reading frequency represents caregiver reported reading to child during a week, range of 0 (never read) to 8 (7+ sessions).