ERIC Number: ED325830
Record Type: RIE
Publication Date: 1990-Dec
Reference Count: N/A
Home Support for Emerging Literacy: What Parents Do That Correlates with Early Reading Achievement. Technical Report No. 518.
Meyer, Linda A.; And Others
A study presents descriptive and correlational results from questionnaires and tests administered to approximately 650 children in two cohorts, who, with their parents, are participating in a longitudinal study of reading comprehension development. Results from kindergarten and first-grade students showed low but positive correlations for parents' reading and children's performance in reading and consistent correlations for parents' resources and inhibitions--those items parents give to their children and the conditions in the home environments that may actually inhibit the children's performance in reading, such as the amount of time they spend in day care or the number of hours mothers work each week. (Seven tables of data are included. Indexes A and B include questionnaires and eight correlation tables of student measures and parent indices and selected items. Thirty-four references are attached.) (Author/MG)
Descriptors: Emergent Literacy, Family Environment, Grade 1, Kindergarten, Longitudinal Studies, Parent Influence, Parent Participation, Parent Role, Parent Student Relationship, Primary Education, Reading Ability, Reading Aloud to Others, Reading Comprehension, Reading Improvement, Reading Research
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.
Note: Correlation tables contain small print.