ERIC Number: ED058943
Record Type: RIE
Publication Date: 1971-Aug
Reference Count: 0
Research Note: Home Environment and Reading Performance among Afro, Anglo, and Mexican Kindergarten Students in an Inner City School.
Ballentine, Larry; Levine, Daniel U.
This exploratory study examined the relationship between reading performance scores and three measures of home environment among kindergarten students of differing racial and ethnic background. It also determined whether there was evidence that participation in a Follow Through Program had been effective in overcoming educational disadvantages associated with nonsupportive home environments. Subjects in the study were kindergarten students who had finished their first year in a Follow Through Program; 11 were Mexican-American, 10 were Anglo-American, and 9 were Afro-American. Four of the Mexican American, seven of the Afro-American, and four of the Anglo-American students had been in a pre-kindergarten Head Start Program the year before. Home environment measures used were: (1) a modified 40-item version of the Dave and Wolf interview schedule for assessing home influences on achievement and intelligence; (2) interviewer's rating of the orderliness of the living room in each subject's home; and (3) the frequency with which the subject's mother attended church. Results show the strongest correlations between home-environment measures and reading level were among the Anglo-American and Afro-American students. Most important of the findings was that measures of home environment correlated with reading level among the sample of economically disadvantaged students finishing kindergarten. (DB)
Descriptors: Anglo Americans, Blacks, Compensatory Education, Disadvantaged Youth, Economically Disadvantaged, Educationally Disadvantaged, Environmental Influences, Ethnic Groups, Family Environment, Kindergarten Children, Measurement Techniques, Mexican Americans, Preschool Education, Reading Achievement, Research Projects, Urban Schools
Publication Type: N/A
Education Level: N/A
Authoring Institution: Missouri Univ., Kansas City. Center for the Study of Metropolitan Problems in Education.
Identifiers: Project Follow Through