The identification of home literacy factors and their relationship to middle grade students' reading achievement
The purpose of the present investigation was to explore the relationship between selected home literacy factors and reading achievement in the middle grades and to determine whether there were significant differences according to school location (rural/urban), gender, grade level, age, and parental...
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Memorial University of Newfoundland
1992
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ftmemorialuniv:oai:research.library.mun.ca:10172 2023-10-01T03:57:38+02:00 The identification of home literacy factors and their relationship to middle grade students' reading achievement Bolt, Dianne Elizabeth 1992 application/pdf https://research.library.mun.ca/10172/ https://research.library.mun.ca/10172/1/Bolt_DianneElizabeth.pdf en eng Memorial University of Newfoundland https://research.library.mun.ca/10172/1/Bolt_DianneElizabeth.pdf Bolt, Dianne Elizabeth <https://research.library.mun.ca/view/creator_az/Bolt=3ADianne_Elizabeth=3A=3A.html> (1992) The identification of home literacy factors and their relationship to middle grade students' reading achievement. Masters thesis, Memorial University of Newfoundland. thesis_license Thesis NonPeerReviewed 1992 ftmemorialuniv 2023-09-03T06:47:46Z The purpose of the present investigation was to explore the relationship between selected home literacy factors and reading achievement in the middle grades and to determine whether there were significant differences according to school location (rural/urban), gender, grade level, age, and parental education. The following home factors were examined: parental reading habits, parental assistance, parental expectations, children's leisure reading habits, children's participation in cultural and extracurricular activities, and accessibility and use of reading materials. -- Researchers highlight the role played by parents in children's reading development and suggest that reading ability is strongly influenced by the importance of reading to the family, parent-child interactions, and the availability of home literacy materials (Greaney, 1986; Lee, 1984; Morrow, 1983). However, existing studies on home and parental variables and reading have usually focused on preschool, primary, or elementary school children. Thus, a study of middle grade students in Newfoundland and Labrador was undertaken. -- Participants in the study were 530 fourth, sixth, and eighth grade students and their parents from five randomly selected rural schools and two selected schools in an urban centre. A standardized test was used as a measure of reading ability and a parent questionnaire was developed to identify the nature of support provided for home literacy. Complete information was obtained on 314 parents and their children. Means, standard deviations, Pearson product-moment correlations, and multiple regression coefficients were used to analyze the data. -- Important conclusions emanating from this study revealed that the quality of the home literacy environment and the kinds of interactions that occur in the home have a positive influence upon middle grade students' reading achievements. Parents' level of education showed significant but low correlations with parental reading habits, accessibility and use of reading materials, and ... Thesis Newfoundland Memorial University of Newfoundland: Research Repository Newfoundland Morrow ENVELOPE(-81.566,-81.566,50.550,50.550) |
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Memorial University of Newfoundland: Research Repository |
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English |
description |
The purpose of the present investigation was to explore the relationship between selected home literacy factors and reading achievement in the middle grades and to determine whether there were significant differences according to school location (rural/urban), gender, grade level, age, and parental education. The following home factors were examined: parental reading habits, parental assistance, parental expectations, children's leisure reading habits, children's participation in cultural and extracurricular activities, and accessibility and use of reading materials. -- Researchers highlight the role played by parents in children's reading development and suggest that reading ability is strongly influenced by the importance of reading to the family, parent-child interactions, and the availability of home literacy materials (Greaney, 1986; Lee, 1984; Morrow, 1983). However, existing studies on home and parental variables and reading have usually focused on preschool, primary, or elementary school children. Thus, a study of middle grade students in Newfoundland and Labrador was undertaken. -- Participants in the study were 530 fourth, sixth, and eighth grade students and their parents from five randomly selected rural schools and two selected schools in an urban centre. A standardized test was used as a measure of reading ability and a parent questionnaire was developed to identify the nature of support provided for home literacy. Complete information was obtained on 314 parents and their children. Means, standard deviations, Pearson product-moment correlations, and multiple regression coefficients were used to analyze the data. -- Important conclusions emanating from this study revealed that the quality of the home literacy environment and the kinds of interactions that occur in the home have a positive influence upon middle grade students' reading achievements. Parents' level of education showed significant but low correlations with parental reading habits, accessibility and use of reading materials, and ... |
format |
Thesis |
author |
Bolt, Dianne Elizabeth |
spellingShingle |
Bolt, Dianne Elizabeth The identification of home literacy factors and their relationship to middle grade students' reading achievement |
author_facet |
Bolt, Dianne Elizabeth |
author_sort |
Bolt, Dianne Elizabeth |
title |
The identification of home literacy factors and their relationship to middle grade students' reading achievement |
title_short |
The identification of home literacy factors and their relationship to middle grade students' reading achievement |
title_full |
The identification of home literacy factors and their relationship to middle grade students' reading achievement |
title_fullStr |
The identification of home literacy factors and their relationship to middle grade students' reading achievement |
title_full_unstemmed |
The identification of home literacy factors and their relationship to middle grade students' reading achievement |
title_sort |
identification of home literacy factors and their relationship to middle grade students' reading achievement |
publisher |
Memorial University of Newfoundland |
publishDate |
1992 |
url |
https://research.library.mun.ca/10172/ https://research.library.mun.ca/10172/1/Bolt_DianneElizabeth.pdf |
long_lat |
ENVELOPE(-81.566,-81.566,50.550,50.550) |
geographic |
Newfoundland Morrow |
geographic_facet |
Newfoundland Morrow |
genre |
Newfoundland |
genre_facet |
Newfoundland |
op_relation |
https://research.library.mun.ca/10172/1/Bolt_DianneElizabeth.pdf Bolt, Dianne Elizabeth <https://research.library.mun.ca/view/creator_az/Bolt=3ADianne_Elizabeth=3A=3A.html> (1992) The identification of home literacy factors and their relationship to middle grade students' reading achievement. Masters thesis, Memorial University of Newfoundland. |
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thesis_license |
_version_ |
1778529477730500608 |