|Name:||Barbara Beville Smith|
|Title:||Effects of Home-School Collaboration and Different Forms of Parent Involvement On Reading Achievement|
|Degree:||Doctor of Education|
|Committee Chair:||Thomas H. Hohenshil|
|Committee Members:||Dr. Jimmie C. Fortune, Co-Chair|
|Cosby S. Rogers|
|Keywords:||Education, Parental Involvement, Achievement, Home-School Collaboration|
|Date of defense:||May 5, 1998|
|Availability:||Release the entire work immediately worldwide.|
This study was designed to examine whether there is an association between the activities suggested by a federally mandated Title 1 learning compact and the reading achievement of at-risk fourth grade students. In addition, the researcher investigated the relationship between specific home and school parent involvement activities and student reading scores. Specifically, connections between reading comprehension achievement and the following parent involvement variables were examined: (1) homework involvement, (2) reading together, (3) monitoring of television viewing, (4) volunteering in the school, and (5) supporting school activities.
The subjects used for this study were fourth grade students who were enrolled in a Title 1 reading program. Data for the study was obtained from surveys given to teachers, the Title 1 students, and their parents. Reading achievement scores were obtained from fall and spring administrations of the reading comprehension subtest from the Iowa Test of Basic Skills and the gains between the two measures. Chi square analyses were used to examine whether the levels of involvement by specific parties on the independent variables were associated with different levels of reading comprehension achievement. A second analysis was done with analysis of variance procedures.
The study did not find any significant relationships between reading comprehension achievement and the total degree of involvement by all or either parents, teacher, and students on the learning compact. When specific parental involvement variables were examined, however, some differences among the groups emerged. A significant positive association was found between the degree of homework involvement and achievement while a significant negative relationship was found between the level of parental support and reading achievement. Parents' answers to the open-ended questions indicated that almost forty percent (38.8) of them would like less demands on parents or changes made in the school climate.
The usefulness of an unidimensional index of parental involvement is called into question and the results are discussed within the context of instructional implications.
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