The purpose of this study was to investigate the effects of parental involvement in the reading program at home, while controlling the effects of teacher instruction and curriculum content within the school reading program. A major difference between this study and others reviewed herein is that comparisons of reading gains were made within class groups for children who were involved in a home reading program and children who were not involved in a home reading program, thus controlIing teacher and school curriculum variables. The study addressed two questions: (1) Would children who regularly read to their parents at home and received coaching demonstrate better achievement on a standardized reading test than children who did not? (2) Can the relationship between intelligence and reading achievement be used to explain the gains in reading achievement which may be registered by children involved in a home reading program? Eight class groups representing grades two to seven and consisting of a total of 190 students were used in the research. The students in each class group were arranged in order of performance using pre-treatment scores from a Gates-MacGinitie Reading Test (1965). Then students in each class group were assigned to either the experimental (home reading) group or the control (non home reading) group, using a method of controlled alternate assignment. The Otis-Lennon Mental Ability Test (1967) was also administered, with parental permission, to the students in the eight class groups so that the results could be used as a covariate measure with post-treatment reading scores obtained from another administration of the Gates-MacGinitie Reading Test (1965). Pre-testing of reading ability was carried out in February of 1985. Students were assigned as described above to experimental or control groups and the Otis-Lennon Test of Mental Ability (1967) was administered in September of 1985. Experimental intervention began, with experimental group children reading to parents at home, in October of 1985 and continued until February of 1986. Control group children were involved in math and spelling tasks at home during this period. Post-testing of reading ability was carried out at the end of February 1986. Analyses of data followed. The experimental treatment had made a difference. This was indicated by the following observations: 1. Question one was answered by the fact that the difference in mean T-scores of the Gates-MacGinitie Reading Tests (1965) for the experimental and control groups was greater after the experimental treatment had been applied than before; 2.92 T-scale points difference after treatment compared to 1.27 T-scale points difference before treatment. 2. Question one was also addressed by the analysis of covariance which was conducted using Gates MacGinitie and Otis-Lennon test scores to answer question two of this research. An examination of tables 4 and 5 wl11 show that a significant difference existed between Gates-MacGinitie scores for the experimental and control groups on the post-test measure which had not existed between the groups on the pre-test measure . (P <0.05) 3. An analysis of covariance was conducted using Gates-MacGinitie and Otis-Lennon test scores. As expected there was a highly significant relationship between reading pre-test/post-test scores and Otis-Lennon scores. (Pearson's r = .6145) Question two was answered in the affirmative by the fact that when the effects of I.Q. were statistically controlled a significant difference existed between post-test experimental and control group reading scores (p < 0.05) which had not existed at the beginning of the study. The results of this study led to the conclusions that involving parents at home in listening to their children read and giving them support and encouragement does make a difference in the student's reading ability. This study supports the conclusion of similar earlier studies that I.Q. differences amongst subjects cannot explain differences in reading achievement gains that result from such a home reading program. Another important conclusion to be drawn from this study is that teacher and curriculum variables within the school cannot be used to explain differences in reading performance gains for experimental group subjects. The results of this study also generated some recommendations for parental involvement in reading programs and some suggestions for further research. Educators who are interested in the teaching of reading may wish to pursue these recommendations and suggestions further. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

No description available.

Die kwaliteit van die ouer-kindverhouding het 'n kardinale invloed op die emosionele, sosiale, kognitiewe en konatiewe ontwikkeling van die kind. In hierdie studie is die interaksies tussen die ouer en kind tydens die toepassing van die saamleestegniek bestudeer om te bepaal wat die invloed van die saamleestegniek op die verhouding tussen die ouer en die kind met leesprobeme is. Die studie is vanuit 'n kwalitatiewe benadering voltrek om insig te verkry in die spesifieke aspekte van die saamleestegniek wat die ouer-kindverhouding kan beinvloed. Die moontlikheid word verder ondersoek dat die ouer aspekte vanuit die saamleestegniek kan veralgemeen en daagliks in die ouer-kindverhouding kan toepas om sodoende die verhouding te verbeter. Die finale gevolgtrekking is dat die ouer 'n sleutel-rol vervul tydens die toepassing van die saamleestegniek. Indien die ouer die riglyne van die tegniek kan toepas, sal die verhouding tussen die ouer en die kind met leesprobleme verbeter. / The quality of the parent-child relationship plays an essential role in the sosio­-emotional development of the child. The interaction between parent and child is researched within the context of paired reading, to ascertain whether paired reading influences the relationship between the parent and the child with reading problems. This study is qualitative and gains insight into the unique experiences of the parents and children during paired reading. The researcher aims to identify specific aspects of paired reading that could influence the parent-child relationship. The possibility that certain educational aspects from paired reading can be applied to daily parent-child interaction to improve the relationship, is also researched. The final conclusion is that the parent performs a key role in the application of paired reading: If the parent adheres accurately to the guidelines of the technique, the relationship between the parent and the child with a reading disability will improve. / Psychology of Education / M. Ed. (Voorligting)

M.Ed. (Psychology of Education) / Please refer to full text to view abstract

Die kwaliteit van die ouer-kindverhouding het 'n kardinale invloed op die emosionele, sosiale, kognitiewe en konatiewe ontwikkeling van die kind. In hierdie studie is die interaksies tussen die ouer en kind tydens die toepassing van die saamleestegniek bestudeer om te bepaal wat die invloed van die saamleestegniek op die verhouding tussen die ouer en die kind met leesprobeme is. Die studie is vanuit 'n kwalitatiewe benadering voltrek om insig te verkry in die spesifieke aspekte van die saamleestegniek wat die ouer-kindverhouding kan beinvloed. Die moontlikheid word verder ondersoek dat die ouer aspekte vanuit die saamleestegniek kan veralgemeen en daagliks in die ouer-kindverhouding kan toepas om sodoende die verhouding te verbeter. Die finale gevolgtrekking is dat die ouer 'n sleutel-rol vervul tydens die toepassing van die saamleestegniek. Indien die ouer die riglyne van die tegniek kan toepas, sal die verhouding tussen die ouer en die kind met leesprobleme verbeter. / The quality of the parent-child relationship plays an essential role in the sosio­-emotional development of the child. The interaction between parent and child is researched within the context of paired reading, to ascertain whether paired reading influences the relationship between the parent and the child with reading problems. This study is qualitative and gains insight into the unique experiences of the parents and children during paired reading. The researcher aims to identify specific aspects of paired reading that could influence the parent-child relationship. The possibility that certain educational aspects from paired reading can be applied to daily parent-child interaction to improve the relationship, is also researched. The final conclusion is that the parent performs a key role in the application of paired reading: If the parent adheres accurately to the guidelines of the technique, the relationship between the parent and the child with a reading disability will improve. / Psychology of Education / M. Ed. (Voorligting)

M.Ed. / Please refer to full text to view abstract

Chow Wing-yin. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 62-73). / Abstracts in English and Chinese; questionnaires in Chinese. / Acknowledgements --- p.i / Table of contents --- p.iii / Abstract (English) --- p.v / Abstract (Chinese) --- p.vi / Chapter Chapter One --- Introduction --- p.1 / Emergent Literacy and Language Development / Situation in Hong Kong / Parent-child Reading / Interaction during Parent-child Reading / Dialogic Reading / Dialogic Reading and Linguistic Skills / Phonological Awareness and Chinese Acquisition / Morphological Awareness and Chinese Acquisition / "Objectives, Design and Hypothesis of the Present Study" / Chapter Chapter Two --- Method --- p.22 / Participants / Measures / Procedure / Chapter Chapter Three --- Results --- p.35 / Pretest Measures / Storybook Identification / Group Improvement / Follow-up Questionnaire / Responses to the Morphological Construction task / Dialogic reading and morphology trainingiv / Chapter Chapter Four --- Discussion --- p.49 / Effectiveness of Dialogic Reading / Effectiveness of Dialogic Reading with Morphology Training / Effectiveness of Typical Reading / Significance of the Results from the Present Study / Limitations and Suggestions / Conclusion / References --- p.62 / Appendices --- p.74 / Chapter A. --- Children's questionnaire on reading / Chapter B. --- Storybook identification task / Chapter C. --- Demographic questionnaire / Chapter D. --- Follow-up questionnaire for the dialogic reading condition / Chapter E. --- Follow-up questionnaire for the dialogic reading with morphology condition / Chapter F. --- Titles of storybooks / Chapter G. --- Dialogic reading guideline / Chapter H. --- Dialogic reading bookmark / Chapter I. --- Morphology training guideline / Chapter J. --- Sample items of morphological construction training / Chapter K. --- Sample items of homophone training

The purpose of this study is to provide a community with the resources necessary to help children become proficient readers. This qualitative study explored the literature on attributes of successful Community Family Literacy Centers and before and after school tutoring programs. Community Family Literacy Centers are localized places where families can build literacy skills in a supportive and safe environment.

The purpose of this project is to assist parents, through the development of a school-based Family Literacy Institute, to learn to actively help their children when they read at home. The study will teach parents how to pick appropriate books for and with their children and use them as a read aloud. It is, also, to get parents involved with their children's literacy development and to support their educational experiences from elementary school through high school.

Thesis (M. Ed.)--University of South Africa, 2002.