A Comparison of Kindergarten Children Who Receive a Different Amount of Parental Involvement through Reading.

Autor/in	Carolina, Stacey Michelle
Titel	A Comparison of Kindergarten Children Who Receive a Different Amount of Parental Involvement through Reading.
Quelle	(2000), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Academic Achievement; Action Research; Child Development; Comparative Analysis; Correlation; Educational Research; Kindergarten; Kindergarten Children; Parent Participation; Primary Education; Reading Aloud to Others; Word Recognition + Suchen Sie Ihr Suchwort? Schulleistung; Projektforschung; Kindesentwicklung; Korrelation; Bildungsforschung; Pädagogische Forschung; Elternmitwirkung; Primarbereich; Worterkennung
Abstract	A study examined the effect parental involvement through reading had on kindergarten achievement. Educators and parents today want to know how they can form home and school partnerships to benefit the children. Studies have shown that children whose parents are involved in their education have greater success in school. The study compared the amount of time parents read to their children to the child's ability to discriminate between words and to recognize uppercase and lowercase letters. Subjects were 14 kindergarten children who participated in a range from one to six weeks of the study. The children's parents were asked to keep a daily chart of the amount of time they read to their children; the chart was turned in to the researcher at the beginning of each week. At the end of the 6-week study, subjects were tested in word discrimination, which consisted of identification of 20 words as sounding different or alike when they were pronounced. Subjects were shown 26 uppercase letters and 26 lowercase letters in random order and asked to identify the letters. After the testing of word discrimination and letter recognition the researcher correlated the amount of time parents read to their children with their children's scores on the tests, using Pearson's Correlation Test. It was concluded that there was no significant correlation between the amount of time parents read to their children and the children's achievement in word discrimination and letter recognition, since these are skills identified as skills kindergartners should have at the end of the school year. (Contains 3 tables and a 31-item bibliography. Appended are two approval letters and a weekly reading schedule.) (NKA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC