The Effect of Parent Participation in At-Home Reading Activities on Reading Achievement in At-Risk First Grade Students
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2018-07-09
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Masters of Education
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Attribution-NonCommercial-NoDerivs 3.0 United States
Attribution-NonCommercial-NoDerivs 3.0 United States
Abstract
The purpose of this study was to determine
the impact of parent participation in at home literacy
activities on reading achievement
for
at-risk first graders. Twenty students in a selected first
grade classroom and their parents comprised the convenience sample for this study. In order to
analyze
the effects of parent participation on reading comprehension, parents were instructed to
help their students read for fifteen minutes each evening and complete an additional literacy
activity two to three times a week. The additional literacy activity could be writing answers to
comprehension questions, reading other sources of text, visiting a library, playing a literacy
game, completing literacy games online, etc. Using a pre-test post-test design, students’ reading
scores were compared using a median test. Results indicated that the students’ reading test scores
did improve
for
students who had consistent parent participation each week.
Due to these
results, the null hypothesis was rejected.
Future and more extensive research is recommended to
identify what aspects of parent involvement have
the largest positive
impact on diverse students’
achievement in reading and potentially other subjects.