The effect of parental involvement on the reading achievement of a selected group of grade two students
- Beirut American University of Beirut - Faculty of Arts and Sciences - Department of Education 2006
- 66 pages
النوع : Mémoire
According to emergent literacy theorists, children become proficient readers thr ough a series of experiences that encourage active engagement with meaningful fo rms of reading, writing, and spoken language and through supportive learning env ironments, risk taking, and experimentation with print (Britto & Brooks-Gunn, 20 01). This study examines the connection between parental involvement and reading achievement. Specifically, this study addresses the question of whether parenta l involvement improves the reading achievement and the reading comprehension ski lls of children in grade two. The participants are 50 middle class second grader s from Saint Mary's Orthodox College. An appropriate survey adopted from Geyer and Feng (1993) was administered to collect data about parental involvement. Rea ding achievement and skills were assessed through the Informal Reading Thinking Inventory (IRTI). Descriptive statistics (means and standard deviations), and Pe arson Product moment correlation coefficients were computed to examine the relat ionships between parental involvement, reading achievement, and reading comprehe nsion skills. In addition, a regression analysis was conducted to determine the role of parental involvement in reading achievement and comprehension skills. Re sults indicated that there is no statistically significant relationship at p<0.0 5 alpha level between parental involvement and children's out of context decodin g skills in grade 2. Second, there is no statistically significant relationship at p<0.05 alpha level between parental involvement and children's in context dec oding skills in grade 2. Third, there is no statistically significant relationsh ip at p<0.05 alpha level between parental involvement and children's reading rat e in grade 2. Forth, there is no statistically significant relationship at p<0.0 5 alpha level between parental involvement and the reconstructive comprehension level of children in grade 2. Fifth, there is no statistically significant relationship at p<0.05 alpha level between parental involvement and the constructive comprehension level of childre n in grade 2. Sixth, there is no role of parental involvement in reading comprehension as meas ured by reconstructive and constructive reading comprehension. As for research q uestion number 7 that addresses the frequency of parental ...
Cycle primaire L’enseignement de la Langue Anglaise Elementary Education English Language Education Etablissement scolaire et parents L’accomplissement des étudiants School and Parents Students achievement المدرسة والأهل المرحلة الابتدائية تعليم اللغة الانكليزية تحصيل الطلبة