Parental Involvement in the Reading Readiness and Reading Performance of Kindergarten Children: A Field Study
Jett, Elaine Becker
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https://hdl.handle.net/2142/68929
Description
Title
Parental Involvement in the Reading Readiness and Reading Performance of Kindergarten Children: A Field Study
Author(s)
Jett, Elaine Becker
Issue Date
1984
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Educat.D.
Degree Level
Dissertation
Keyword(s)
Education, Elementary
Abstract
This study was designed to present a reading readiness and reading program to kindergarten children through the use of parental involvement. In all the parent-oriented programs studied, parental involvement significantly improved the reading achievement of the child. The studies have shown that children can learn to read at an early age, that the formal approach to reading instruction can succeed at the kindergarten level, and that parental involvement can improve children's school performance. In the available literature, no study has found that parental involvement produces a negative effect on a child's reading achievement. The purpose of this study was to assess the efficacy of a program in which teacher-initiated prescriptive prereading and reading skills could be taught in the kindergarten classroom and then practiced at home with parental help.
In terms of pupil achievement as it related to the various levels of parental involvement, it was felt that the orientation-training sessions for parents which culminated in the home learning kits were most valuable. Through the orientation-training sessions, parents became aware of their child's individual needs and rate of progress. They learned to provide challenges for the children to a degree through the home learning kits, and also evaluate their success.
Even though follow-up studies were not conducted in this case study, it might be assumed that parents involved in this study continued to help their child at home (i.e., parents might continue to be involved as a result of this study). Questionnaire replies indicated that teaching/learning at home was enjoyable both for the parent and child.
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