The relationship between parental support for literacy, school attendance and the reading behaviors of Musqueam children
The present study attempted to examine reading and writing behaviors of Musqueam Indian children in kindergarten and grade one to see if a similar profile of reading and writing behaviors existed within this urban unilingual Native Indian population. The relationship these behaviors had with parenta...
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1987
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ftunivbritcolcir:oai:circle.library.ubc.ca:2429/26761 2023-05-15T16:15:49+02:00 The relationship between parental support for literacy, school attendance and the reading behaviors of Musqueam children Abramson, Sherry 1987 http://hdl.handle.net/2429/26761 eng eng University of British Columbia For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use. Musqueam--Education First Nations--Education--Parental involvement First Nations--Reading evaluations--Primary First Nations--Education--Research Text Thesis/Dissertation 1987 ftunivbritcolcir 2019-10-15T17:58:37Z The present study attempted to examine reading and writing behaviors of Musqueam Indian children in kindergarten and grade one to see if a similar profile of reading and writing behaviors existed within this urban unilingual Native Indian population. The relationship these behaviors had with parental provision for literacy activities during the preschool years and school attendance was explored. It was hypothesized that there would be no similar profile of reading and writing behaviors within the Musqueam population and that there would be no correlation between the variables, the index of parental provision for literacy activities during the preschool years, total school absence and reading and writing performance in kindergarten and grade one. Individual administration of the Diagnostic Survey (Clay) at kindergarten and grade one yielded a description of reading and writing behaviors. Subtests measuring knowledge of letter identification, concepts about print, sight words, and writing vocabulary were administered in both grades. Subtests including oral reading of passages, writing level, and dictation were added in grade one. Group means, standard deviations and range of scores were calculated for the Diagnostic Survey subtests at kindergarten and grade one and examined for similarities. A questionnaire was used to establish an index for parental provision for literacy activities. Total school absence was obtained from school records. The relationship subtests of the Diagnostic Survey had with the Index of Parent Suppport for Literacy Activities and School Absence was explored using Pearson Product-Moment correlational analysis. Results indicated that no similar profile of reading and writing behaviors existed within the Musqueam population. Excluding the sight word subtest at K, Pearson Product-Moment correlations between all subtests of the Diagnostic Survey and the Index of Parental Provision for Literacy Activities were found to be significant (p < .05). No significant correlations were found between survey subtests and total school absence. Education, Faculty of Language and Literacy Education (LLED), Department of Graduate Thesis First Nations University of British Columbia: cIRcle - UBC's Information Repository Indian |
institution |
Open Polar |
collection |
University of British Columbia: cIRcle - UBC's Information Repository |
op_collection_id |
ftunivbritcolcir |
language |
English |
topic |
Musqueam--Education First Nations--Education--Parental involvement First Nations--Reading evaluations--Primary First Nations--Education--Research |
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Musqueam--Education First Nations--Education--Parental involvement First Nations--Reading evaluations--Primary First Nations--Education--Research Abramson, Sherry The relationship between parental support for literacy, school attendance and the reading behaviors of Musqueam children |
topic_facet |
Musqueam--Education First Nations--Education--Parental involvement First Nations--Reading evaluations--Primary First Nations--Education--Research |
description |
The present study attempted to examine reading and writing behaviors of Musqueam Indian children in kindergarten and grade one to see if a similar profile of reading and writing behaviors existed within this urban unilingual Native Indian population. The relationship these behaviors had with parental provision for literacy activities during the preschool years and school attendance was explored. It was hypothesized that there would be no similar profile of reading and writing behaviors within the Musqueam population and that there would be no correlation between the variables, the index of parental provision for literacy activities during the preschool years, total school absence and reading and writing performance in kindergarten and grade one. Individual administration of the Diagnostic Survey (Clay) at kindergarten and grade one yielded a description of reading and writing behaviors. Subtests measuring knowledge of letter identification, concepts about print, sight words, and writing vocabulary were administered in both grades. Subtests including oral reading of passages, writing level, and dictation were added in grade one. Group means, standard deviations and range of scores were calculated for the Diagnostic Survey subtests at kindergarten and grade one and examined for similarities. A questionnaire was used to establish an index for parental provision for literacy activities. Total school absence was obtained from school records. The relationship subtests of the Diagnostic Survey had with the Index of Parent Suppport for Literacy Activities and School Absence was explored using Pearson Product-Moment correlational analysis. Results indicated that no similar profile of reading and writing behaviors existed within the Musqueam population. Excluding the sight word subtest at K, Pearson Product-Moment correlations between all subtests of the Diagnostic Survey and the Index of Parental Provision for Literacy Activities were found to be significant (p < .05). No significant correlations were found between survey subtests and total school absence. Education, Faculty of Language and Literacy Education (LLED), Department of Graduate |
format |
Thesis |
author |
Abramson, Sherry |
author_facet |
Abramson, Sherry |
author_sort |
Abramson, Sherry |
title |
The relationship between parental support for literacy, school attendance and the reading behaviors of Musqueam children |
title_short |
The relationship between parental support for literacy, school attendance and the reading behaviors of Musqueam children |
title_full |
The relationship between parental support for literacy, school attendance and the reading behaviors of Musqueam children |
title_fullStr |
The relationship between parental support for literacy, school attendance and the reading behaviors of Musqueam children |
title_full_unstemmed |
The relationship between parental support for literacy, school attendance and the reading behaviors of Musqueam children |
title_sort |
relationship between parental support for literacy, school attendance and the reading behaviors of musqueam children |
publisher |
University of British Columbia |
publishDate |
1987 |
url |
http://hdl.handle.net/2429/26761 |
geographic |
Indian |
geographic_facet |
Indian |
genre |
First Nations |
genre_facet |
First Nations |
op_rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use. |
_version_ |
1766001685537226752 |