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ERIC Number: ED432744
Record Type: Non-Journal
Publication Date: 1998-May-5
Pages: 133
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Effects of Home-School Collaboration and Different Forms of Parent Involvement on Reading Achievement.
Smith, Barbara Beville
This study examined whether there is an association between the activities suggested by a federally mandated Title I learning compact and the reading achievement of at-risk fourth grade students. In addition, it investigated the relationship between specific home and school parent involvement activities and student reading scores. Specifically, connections between reading comprehension achievement and the following parent involvement variables were examined: (1) homework involvement; (2) reading together; (3) monitoring of television viewing; (4) volunteering in the school; and (5) supporting school activities. Data for the study was obtained from surveys given to teachers, the Title 1 students, and their parents. Reading achievement scores were obtained from fall and spring administrations of the reading comprehension subtest from the Iowa Test of Basic Skills and the gains between the two measures. Findings did not indicate any significant relationships between reading comprehension achievement and the total degree of involvement by parents, teacher, and students--individually or all together--on the learning compact. When specific parental involvement variables were examined, however, some differences among the groups emerged. A significant positive association was found between the degree of homework involvement and achievement while a significant negative relationship was found between the level of parental support and reading achievement. Parents' answers to the open-ended questions indicated that 38.8% of them would like less demands on parents or changes made in the school climate. The usefulness of an unidimensional index of parental involvement is called into question and the results are discussed within the context of instructional implications. Contains 122 references and 28 tables of data; appendixes contain a parent/teacher/student partnership agreement, teacher and parent letters and survey instruments, and the student permission and survey. (Author/RS)
Web site: wysiwyg://21/http://scholar.lib.vt.edu/theses/available/ etd-42498-162857/ (full text).
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I