ERIC Number: ED123615
Record Type: RIE
Publication Date: 1976
Reference Count: N/A
Estimating and Reporting Students' Ability in Reading: Parents vs. Teachers.
Cassidy, William John, Jr.
The purpose of this study was to examine the relationship between parent and teacher estimates of a child's reading ability and to determine the relationship between the facts about a child's reading ability that a teacher wants to report and the facts that a parent considers important to learn. Other variables related to student achievement and perceptions of that achievement were also considered. Parents and teachers of 352 first and fourth grade students completed questionnaires in which they were asked to rate the child's reading ability and the importance of 15 facts often reported about a child's reading ability. The Pearson product-moment correlation computed between parent and teacher estimates of a child's ability was .62. Parent and teacher correlations with a standardized test were both .66. Of the 15 items often reported to parents, parents and teachers differed significantly on 14 of them, although there was relative agreement on the rank order of the 15 items. In general, this study suggests that parents have a fairly good idea of their child's reading ability at the elementary level. (Author/LL)
Descriptors: Doctoral Dissertations, Elementary Education, Family School Relationship, Parent Attitudes, Parent Student Relationship, Parent Teacher Cooperation, Reading Ability, Reading Research, Student Evaluation, Student Teacher Relationship, Teacher Role
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-11,987, MF $7.50, Xerography $15.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, Temple University