ERIC Number: ED122235
Record Type: RIE
Publication Date: 1975
Reference Count: N/A
A Comparison of Parents' and Teachers' Expectancy and Appraisal of Kindergarten Children's Reading Development.
Benedict, Joseph A.
The purpose of this study was to determine if significant differences exist between mothers', fathers', and teachers' expectations for kindergarten children's reading development and their appraisals of kindergarten children's readiness for reading. The sample population in the investigation consisted of kindergarten children, the children's parents, and both kindergarten teachers in one California elementary school. One hundred forty-three structured interviews were administered to 43 husband and wife couples, 7 other mothers, and 2 kindergarten teachers who supplied 50 interviews. It was concluded that there were frequent but not similar differences between mothers', fathers', and teachers' expectations for, and appraisals of, kindergarten children's reading development and reading readiness. There was a diversity of expectation and appraisal on the part of mothers, fathers, and teachers resulting in a lack of any consistent pattern of response from these three adults usually closest to the kindergarten child. One difference noted was that mothers had higher and more frequent expectations for kindergarten boys' reading development and school success than fathers and teachers. (Author/MKM)
Descriptors: Doctoral Dissertations, Early Childhood Education, Expectation, Observation, Parent Attitudes, Reading Ability, Reading Diagnosis, Reading Readiness, Reading Research, School Surveys, Sex Differences, Teacher Attitudes
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-10,825, MFilm $7.50, Xerography $15.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, University of Northern Colorado