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ERIC Number: EJ794790
Record Type: Journal
Publication Date: 2007
Pages: 28
Abstractor: Author
Reference Count: 46
ISSN: ISSN-1059-308X
Family, Child, and Teacher Perceptions of African American Adult Assistance to Young Readers
Msengi, Shadrack Gabriel
School Community Journal, v17 n1 p33-60 Spr-Sum 2007
This study investigated the perceptions of African American adult family members, their children, and teachers regarding how family members viewed their roles in assisting their elementary-aged children to become better readers. The study compared each of the subgroups' perceptions respectively regarding: (a) the child's reading level; (b) family reading practice; and (c) the perceived barriers and opportunities in families' decisions to help the child become a better reader. Survey questionnaires and interviews were used to collect data from each subgroup. Responses obtained from the surveys and interviews were compared to determine whether or not respondents had a shared understanding of what families believed and practiced. Findings indicated a mismatch among a majority of the respondents, suggesting a lack of shared understanding. However, in those instances where all three respondents agreed on a variable (e.g., reading to or with a child regularly), children were scored as reading above or at the class average. These shared perspectives provided frameworks for increasing mutually shared views regarding ways to assist a child to become a better reader. Differences in beliefs reflected processes unique to the African American adult family member, the child, and the teacher respectively, as well as pointing out conflicts in home and school relations. Several factors which could account for disagreement among the respondents were explored. (Contains 4 tables.)
Academic Development Institute. 121 N. Kickapoo Street, Lincoln, IL 62656. Tel: 217-732-6462; Fax: 217-732-3696; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iowa