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ERIC Number: ED341952
Record Type: Non-Journal
Publication Date: 1991-May
Pages: 25
Abstractor: N/A
Reference Count: N/A
The Relationship between Principals' Knowledge of Reading Process and Elementary School Reading Achievement.
Braughton, Robert Dean; Riley, James D.
A study examined the relationships among elementary school principals' knowledge of reading, principals' involvement in the school reading program, teachers' knowledge of reading, and elementary school student reading achievement. Subjects, 20 principals and 68 teachers from 20 schools in a small western city, responded to a 20-item survey designed to measure their knowledge of reading skills and process, reading program practices, and reading assessment. In addition, principals responded to 20 more questions designed to measure their level of involvement in school reading programs. For each school, grade 2 and grade 4 total reading raw scores were gathered. Regression analysis was employed to examine the collected data in an effort to determine the magnitude of the relationship among the selected variables of interest. Results indicated that: (1) significant positive correlations existed between grade 2 and grade 4 reading achievement and between the specific aspect of principal evaluation involvement and grade 4 reading achievement; (2) a significant negative correlation existed between teacher specific knowledge of program practices and global principal knowledge; and (3) teacher specific knowledge of program practices displayed a significant negative correlation with global principal involvement. Findings suggest that the two reliable predictors of grade 4 reading achievement are grade 2 reading achievement and global teacher knowledge of reading. An additional empirical study should be conducted to assess the relationship between principal involvement and teacher knowledge. (Three tables of data are included; 31 references are attached.) (RS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A