The effects of contingent child and parent reinforcement on levels of parental involvement with a take-home spelling packet, as well as on subsequent in-class spelling performance were assessed with 250 students in grades two through five over a five-week period. Repeated measures analysis of variance on parent involvement measures showed a significant main effect for child reinforcement, and for grade level. A significant interaction between child reinforcement condition and grade level was also shown. The reinforcement procedures did not significantly affect spelling performance. Student, parent and teacher satisfaction ratings supported the use of the spelling packet procedure. Results are discussed in terms of effects of contingent reinforcement, child-mediated parental involvement, and effects on academic performance. / Source: Dissertation Abstracts International, Volume: 48-11, Section: A, page: 2836. / Thesis (Ph.D.)--The Florida State University, 1987.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_76172 |
| Contributors | PONTICAS, YULA., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 160 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
Page generated in 0.4366 seconds