ERIC Number: ED084004
Record Type: Non-Journal
Publication Date: 1973-May-2
Reference Count: N/A
A Final Report on a Longitudinal Study of Certain Home Environmental Factors and Children's Primary-Grade Reading Achievement.
Miller, Wilma H.
This document is a final report on a 4-year longitudinal study of possible relationships between selected home environmental factors and children's reading achievement in the primary grades. The home factors included (1) maternal language style, (2) maternal teaching style, (3) children's daily schedules, and (4) prereading activities at home. Data were collected on 40 children and mothers, based on tape recordings, direct observation of structured interactions, and mothers' reports. Assessment involved administration of the Murphy-Durrell Reading Readiness Analysis when subjects were in kindergarten, the Stanford Achievement Primary I Battery in second grade, and the Primary II Battery in third grade. Relationships were studied by a correlation procedure. It was concluded that six significant relationships exist between maternal language style and children's reading. There may be some relationship between maternal teaching style and reading achievement. Significant relationships between children's daily schedules and achievement were found. Surprisingly few relationships between home prereading activities and reading achievement could be isolated. Discussion emphasized the need for further research on the topic. (DP)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Illinois State Univ., Normal.
Identifiers - Assessments and Surveys: Stanford Achievement Tests