Kenne, Deric R.Fischbein, RebeccaDeLuca, Thomas A.Bryant, Jennifer A.Laurene, KimberlyMulvany, Jessica L.Leahy, PeterBanks, Diane M.2019-11-252019-11-252018-09-10https://hdl.handle.net/1808/29822This work is licensed under a Creative Commons Attribution 4.0 International License.The present study investigated the extent to which children of various economic backgrounds were prepared for kindergarten literacy activities, as measured by the Kindergarten Readiness Assessment-Literacy (KRA-L). The study also assessed the extent to which children’s economic disadvantagement status moderates the relationship between KRA-L scores and the level of participation in SPARK Ohio, an early education intervention focused on increasing parental engagement and advocacy. KRA-L scores for children entering kindergarten in fall 2012 were analyzed for 548 SPARK Ohio participants and 1594 comparison children. Both SPARK Ohio and comparison children identified as economically disadvantaged scored significantly lower on the KRA-L, compared to children not classified as economically disadvantaged. Economic disadvantage status may moderate the influence of participating in SPARK Ohio; children identified as economically disadvantaged scored significantly higher on the KRA-L when they participated in SPARK Ohio, compared to those that did not participate in SPARK Ohio.Copyright © 2018 Deric R. Kenne et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.https://creativecommons.org/licenses/by/4.0/Article10.1155/2018/4383792https://orcid.org/0000-0003-2852-5776openAccess