Dissertations / Theses: 'Involvement in reading'

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Corbett, Renee R. "Effect of a Parent Reading Intervention on Elementary-Aged Children‘s Reading Fluency." Scholar Commons, 2008. https://scholarcommons.usf.edu/etd/189.

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This study examined the effect of a parent-implemented reading intervention on children's reading fluency. Five elementary school students identified as at-risk for reading failure participated in the study with their mothers. Baseline data for each student was collected before parents were trained by the researcher in implementation of the intervention procedure. Parents implemented the intervention four times per week for five weeks, while the researcher continued to collect assessment data twice per week. Follow-up data were then collected for each student two weeks after the intervention ended. The effects of the intervention were evaluated using a multiple baseline across participants design. Reading fluency was measured using Curriculum-Based Measurement of reading fluency (CBM-R) Results showed that three students had decreasing trends during baseline, but showed increases in reading fluency scores during the intervention and follow-up phases. A fourth student's scores during intervention and follow-up showed improvement over baseline scores, but with decreasing trends. The fifth student showed little change between baseline and intervention phases. Treatment integrity and social validity data also were collected. Integrity data indicated some variability in parents' implementation of the intervention, while social validity data revealed that parents and students liked the intervention program and found it helpful.

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Wilczek-Schroetter, Nancy. "Parent involvement in literacy development." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008wilczekschroettern.pdf.

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Macleod, Flora Jean. "Parental involvement in reading : child and school influences." Thesis, University of Exeter, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260669.

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Giffin, Ray. "Parental involvement in an experimental reading program, grades 2-7." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26819.

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The purpose of this study was to investigate the effects of parental involvement in the reading program at home, while controlling the effects of teacher instruction and curriculum content within the school reading program. A major difference between this study and others reviewed herein is that comparisons of reading gains were made within class groups for children who were involved in a home reading program and children who were not involved in a home reading program, thus controlIing teacher and school curriculum variables. The study addressed two questions: (1) Would children who regularly read to their parents at home and received coaching demonstrate better achievement on a standardized reading test than children who did not? (2) Can the relationship between intelligence and reading achievement be used to explain the gains in reading achievement which may be registered by children involved in a home reading program? Eight class groups representing grades two to seven and consisting of a total of 190 students were used in the research. The students in each class group were arranged in order of performance using pre-treatment scores from a Gates-MacGinitie Reading Test (1965). Then students in each class group were assigned to either the experimental (home reading) group or the control (non home reading) group, using a method of controlled alternate assignment. The Otis-Lennon Mental Ability Test (1967) was also administered, with parental permission, to the students in the eight class groups so that the results could be used as a covariate measure with post-treatment reading scores obtained from another administration of the Gates-MacGinitie Reading Test (1965). Pre-testing of reading ability was carried out in February of 1985. Students were assigned as described above to experimental or control groups and the Otis-Lennon Test of Mental Ability (1967) was administered in September of 1985. Experimental intervention began, with experimental group children reading to parents at home, in October of 1985 and continued until February of 1986. Control group children were involved in math and spelling tasks at home during this period. Post-testing of reading ability was carried out at the end of February 1986. Analyses of data followed. The experimental treatment had made a difference. This was indicated by the following observations: 1. Question one was answered by the fact that the difference in mean T-scores of the Gates-MacGinitie Reading Tests (1965) for the experimental and control groups was greater after the experimental treatment had been applied than before; 2.92 T-scale points difference after treatment compared to 1.27 T-scale points difference before treatment. 2. Question one was also addressed by the analysis of covariance which was conducted using Gates MacGinitie and Otis-Lennon test scores to answer question two of this research. An examination of tables 4 and 5 wl11 show that a significant difference existed between Gates-MacGinitie scores for the experimental and control groups on the post-test measure which had not existed between the groups on the pre-test measure . (P <0.05) 3. An analysis of covariance was conducted using Gates-MacGinitie and Otis-Lennon test scores. As expected there was a highly significant relationship between reading pre-test/post-test scores and Otis-Lennon scores. (Pearson's r = .6145) Question two was answered in the affirmative by the fact that when the effects of I.Q. were statistically controlled a significant difference existed between post-test experimental and control group reading scores (p < 0.05) which had not existed at the beginning of the study. The results of this study led to the conclusions that involving parents at home in listening to their children read and giving them support and encouragement does make a difference in the student's reading ability. This study supports the conclusion of similar earlier studies that I.Q. differences amongst subjects cannot explain differences in reading achievement gains that result from such a home reading program. Another important conclusion to be drawn from this study is that teacher and curriculum variables within the school cannot be used to explain differences in reading performance gains for experimental group subjects. The results of this study also generated some recommendations for parental involvement in reading programs and some suggestions for further research. Educators who are interested in the teaching of reading may wish to pursue these recommendations and suggestions further.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate

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Nel, Chantel Eve. "Exploring fathers’ reading involvement in a grade 4 classroom." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/12505.

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The state of education in South Africa is of nationwide concern and primary school learners are at serious risk of not learning to read. The lack of parental involvement in children's reading development is one of the main barriers to quality education. Mothers are customarily the parent who is most often involved in the reading development of children but there has been an increased interest in asserting more about how fathers are taking on the reading tasks of children. The focus of the study is on the involvement of fathers in the reading development of their children and aims to determine the fathers’ perceptions regarding their roles in the reading development of their children, the barriers that hinder their involvement as well as the benefits of their involvement. The literature review was done using Bronfenbrenner’s ecological systems theory as theoretical framework. A qualitative research design was employed using phenomenology as a research strategy. The research is underpinned by the interpretive paradigm and involved the fathers of grade 4 learners at a primary school in the Northern Areas of Port Elizabeth, South Africa. Data was collected from these fathers by means of questionnaires, group and semi-structured interviews and narratives. The main findings that emerged from the study revealed that fathers’ lack of support in reading development was embedded in the fact that they perceived their role as provider who underestimated their individual contribution. They acknowledged their participation in uncoordinated reading efforts whilst engagement with teacher and policy document were also findings that emerged from this study.

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Johnson, Eloise Nobis. "Parent involvement in family literacy." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1565.

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Davis, Jill Marie. "The impact of parental involvement: a study of the relationship between homework and kindergarten Texas Primary Reading Inventory scores." Diss., Texas A&M University, 2003. http://hdl.handle.net/1969.1/250.

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The purpose of this study was to examine the impact of School Home Links activity guide homework on kindergarten Texas Primary Reading Inventory scores. Student Texas Primary Reading Inventory (TPRI) scores were obtained and analyzed for gains in score from the Middle of Year (MOY) and End of Year (EOY) administration. Parents were provided School Home Links Activity Guide Homework to use with their child on a weekly basis for twelve weeks. This group formed an experimental group. A control group did not receive SHL activity guide homework. For the control and experimental group each student's letter/sound score was entered into SPSS for the MOY and EOY TPRI, and average gains were calculated. Groups of students were isolated and analyzed for gain based upon participation in a district reading program, and/or high or low parental involvement in SHL activity guide homework. Research in the upper grades shows that homework completion and parent involvement positively affect student achievement. Students whose parents are involved in their education reap many benefits. These benefits include higher academic achievement (Davies, 1991). Fuller & Olsen (1998), Davies (1991), and Epstein (1995) believe parent involvement is a stronger indicator of student achievement than socioeconomic status, parent education, ethnicity, or any other indicator. The research supports the use of homework for upper grades. The results of this study remain inconclusive for kindergarten age students. This study shows that there is no statistically significant difference between experimental and control group kindergarten TPRI scores when homework is an independent variable.

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Bents, Fafani M. "Early literacy development and parent involvement a literature review and critical analysis /." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003bentsf.pdf.

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Cramer, Mary Kay. "The relationship of fourth-grade students' attitudes toward reading and principal involvement in the reading program." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720165.

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Educational researchers agree that learning to read is one of the most important tasks students undertake. There is also agreement that the school principal makes a difference in the instruction the students receive. The purpose of this study was to investigate the correlation between these two statements by examining the relationship between fourth-grade students' attitudes toward reading and the involvement of elementary school principals in the reading program.The 62 target elementary schools were selected from the Department of Defense Dependents Schools-Germany Region based on student enrollment and tenure of the principal. Fourth-grade students' attitudes toward reading were measured using the Estes Attitude Scale. Principal involvement in the reading program was measured using the Cramer Inventory of Principal Involvement in Reading. The data analysis represents the results from 42 of the target elementary schools, for a return rate of 67.7 percent.The correlation between elementary school students' attitudes toward reading and the involvement of the principal in the reading program was not significant. Based on the findings of this study, the following conclusions were drawn:1.The attitudes of fourth-grade students in DoDDS-Germany toward reading were positive.2.The difference between the behaviors elementary school principals rated highest and those they rated lowest were verbal commitment to the reading program versus direct, specific involvement with students.3.This results of this study reinforced the conclusions of earlier studies which found that classroom teachers may be the most important element in the learning environment.
Department of Elementary Education

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Woodhead, Zoe V. J. "Investigating the function of the ventral visual reading pathway and its involvement in acquired reading disorders." Thesis, Imperial College London, 2011. http://hdl.handle.net/10044/1/6984.

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This thesis investigated the role of the left ventral occipitotemporal (vOT) cortex and how damage to this area causes peripheral reading disorders. Functional magnetic resonance imaging (fMRI) studies in volunteers demonstrated that the left vOT is activated by written words over numbers or perceptually-matched baselines, irrespective of the word’s location on the visual field. Mixed results were observed for the comparison of words versus false font stimuli. This response profile suggests that the left vOT is preferentially activated by words or word-like stimuli, due to either: (1) bottom-up specialisation for processing familiar word-forms; (2) top-down task-dependent modulation, or (3) a combination of the two. Further studies are proposed to discriminate between these possibilities. Thirteen patients with left occipitotemporal damage participated in the rehabilitation and fMRI studies. The patients were impaired on word, text and letter reading. A structural analysis showed that damage to the left occipitotemporal white matter, in the vicinity of the inferior longitudinal fasciculus, was associated with slow word reading speed. The fMRI study showed that the patients had reduced activation of the bilateral posterior superior temporal sulci relative to controls. Activity in this area correlated with reading speed. The efficacy of intensive whole-word recognition training was tested. Immediately after the training, trained words were read faster than untrained words, but the effects did not persist until the follow-up assessment. Hence, damage to the left vOT white matter impairs rapid whole-word recognition and is resistant to rehabilitation. The final study investigated the role of spatial frequency (SF) in the lateralisation of vOT function. Lateralisation of high and low SF processing was demonstrated, concordant with the lateralisation for words and faces to the left and right vOT respectively. A perceptual basis for the organisation of vOT cortex might explain why left vOT damage is resistant to treatment.

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Brown, Kristin N. "STRENGTHENING THE HOME-SCHOOL LITERACY CONNECTION." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1174665695.

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Elliott, Judy A. "The learning opportunities afforded to children by parental involvement in reading." Thesis, University of Leeds, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.305622.

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Yip, Valerie Wing Yan. "Parental involvement, school strategies and reading in Hong Kong primary schools." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608455.

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Walter, Helen Catherine. "The involvement of working memory in reading in a foreign language." Thesis, University of Cambridge, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.621735.

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Evans, Linda Deborah. "'Making a difference' : an evaluation of raising standards initiatives." Thesis, University of Birmingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368223.

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Mayhall-Andrews, Florence Ann. "The Relationship of Parental Involvement and Reading Achievement of Ninth-Grade Students." Thesis, Walden University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10793101.

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The local high school and school district have failed to achieve adequate yearly progress in reading due to the poor performance of 9th-grade and special education students on the annual state reading assessment. There may be numerous factors leading to the low scores, but researchers have suggested that students whose parents are engaged in their education have more academic success than students whose parents have minimal participation. An explanatory survey design was used in this quantitative study to identify the involvement activities of parents of 9th-grade students and determine if there was a relationship between their involvement and their child’s reading achievement. The theoretical framework was Epstein’s theory on parental involvement. Archival data from the State of Texas Assessment of Academic Readiness-end of course English I/reading test of 65 9th-grade students were coded for anonymity and matched with their parents’ total scores on the Parent Choice of Involvement Activities survey. Data analyzed using the Pearson product-moment correlation analysis yielded no significant relationship between parent involvement and students’ reading scores. Descriptive analysis identified that parents were more involved with educational activities in the home, rather than participating at school. Therefore, a school-based parent development program was designed. Additional research is needed to explore other reasons for the poor reading outcome of the 9th-grade and special education students. Providing parents with strategies that empower them to become fully involved in the secondary education of their children can bring about positive social change by building strong relationships between the school, family, and community to support the academic achievement of high school students.

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Morillo-Campbell, Milagros. "Examining School, Family, and Community Partnerships Among Hispanic Parents: An Ethnography of Transformation." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/215412.

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This dissertation study examined school, family, and community partnerships among Hispanic parents whose children were enrolled in a school district’s Migrant Education Program (MEP). I was guided by the following main question: What issues do parents discuss regarding school, family, and community partnerships? Data were collected from interviews, artifacts, and field notes. Participant observation was conducted at the Parent Advisory Council (PAC) meetings and at The Bridge, a clothing distribution program. Findings that emerged from the research demonstrated that the PAC meetings provided a setting where parents created and developed their social networks and became empowered. The parents who informed this study perceived their role in their children’s education as one where parent advocacy was central to the partnerships between families, schools, and communities. With the assistance and collaboration from the MEP, parent volunteers developed The Bridge, first established to assist school families in meeting their children’s basic needs; it later became a central location for local knowledge, social networks, and funds of knowledge. Through work accomplished at The Bridge, parents instilled in their children the value of hard work and learned to navigate the school system. They moved away from oppression, became empowered, and handled tensions. One of the most significant findings in this study was a shift by the parents from performing a standardized set of schooling practices set forth by the school, to developing a program that advanced as needs were assessed and identified. Parents in this study formally organized themselves in order to have a voice in the school (Delgado-Gaitan, 1991).

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Morrison, Tomasine A. "The Impact of a Family Home-learning Program on levels of Parental/Caregiver Efficacy." FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/102.

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This study sought to determine if participation in a home education learning program would impact the perceived levels of parental self-efficacy of parents/caregivers who participate in the completion of home-learning assignments and increase their levels of home-learning involvement practices. Also, the study examined the relationship between the parental involvement practice of completing interactive home-learning assignments and the reading comprehension achievement of first grade students. A total of 146 students and their parents/caregivers representing a convenience sample of eight first grade classes participated in the study. Four classes (n=74) were selected as the experimental group and four classes (n=72) served as the control group. . There were 72 girls in the sample and 74 boys and the median age was 6 years 6 months. The study employed a quasi-experimental research design utilizing eight existing first grade classes. It examined the effects of a home-learning support intervention program on the perceived efficacy levels of the participating parents/care¬givers, as measured by the Parent Perceptions of Parent Efficacy Scale (Hoover-Dempsey, Bassler, & Brissie, 1992) administered on a pre/post basis. The amount and type of parent involvement in the completion of home assignments was determined by means of a locally developed instrument, the H.E.L.P. Parent Involvement Home-learning Scale, administered on a pre/post basis. Student achievement in reading comprehension was measured via the reading subtest of the Brigance, CIB-S pre and post. The elementary students and their parents/caregivers participated in an interactive home-learning intervention program for 12 weeks that required parent/caregiver assistance. Results revealed the experimental group of parents/caregivers had a significant increase in their levels of perceived self-efficacy, p<.001, from the pre to post, and also had significantly increased levels of parental involvement in seven home-learning activities, p<.001, than the control group parents/caregivers. The experimental group students demonstrated significantly higher reading levels than the control group students, p<.001. This study provided evidence that interactive home-learning activities improved the levels of parental self-efficacy and parental involvement in home-learning activities, and improved the reading comprehension of the experimental group in comparison to the control.

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Smith, Barbara Beville. "Effects of Home-School Collaboration and Different Forms of Parent Involvement On Reading Achievement." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30529.

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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.
Ed. D.

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Hardesty, Bridget Anderson. "Improving student achievement through parent involvement." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2817.

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This project consisted of four parent workshops designed to examine and strengthen home-school communication for Banks Elementary School students, teachers, and parents. The goals of the workshops were to improve parent-teacher relations, increase parent usage of school resources, and increase parent student interaction in the home. Workshop topics included providing parents with information on state-mandated testing, literacy issues, reading strategies, and homework.

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Cramer, James E. "The development of an instrument to assess elementary school principals' involvement in the reading program." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720147.

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The purpose of this study was to develop a valid and reliable instrument to assess elementary school principals' in the reading program. The findings confirm that the Cramer Inventory of Principal Involvement in Reading is such an instrument.A review of the literature yielded a list of 93 behaviors principals exhibit while working with the school reading program. A questionnaire consisting of these behaviors was mailed to 199 elementary school administrators in the United States Department of Defense Dependents Schools in West Germany (DoDDS-G). The administrators were asked to indicate the level of implementation of each of the 93 behaviors. Of the 199 questionnaires mailed, 147 were returned (73.8 percent). The 30 behaviors which best correlated with the total test were retained for the final instrument, the Cramer Inventory of Principal Involvement in Reading. This instrument was mailed to the principals and fourth-grade teachers of 15 randomly-selected DoDDS-G schools. Of the 15 principal questionnaires mailed, 10 were returned (66.6 percent). Of the 34 teacher questionnaires, 16 were returned (40.7 percent). A pairwise comparison of the 7 principal responses and the corresponding 13 teacher responses from their schools indicated significant differences in the two groups' perceptions of the role of the elementary school principal in the reading program.The following conclusions were supported by the findings of this study: (1) Principals' involvement in the elementary school reading program involves interacting with three populations: students, parents, and teachers. While interacting with these three populations, the principal supervises the curriculum and the instructional practices, sets and maintains high expectations, establishes a positive school climate, and monitors and assesses student performance. (2) Of the three populations--students, teachers, and parents-elementary school administrators perceive themselves as most involved with teachers in the school reading program. Involvement with parents is rated below involvement with teachers but above involvement with students. (3) Elementary school principals perceive their involvement in the reading program as greater than the teachers' perception of that involvement. (4) Elementary school principals rate their involvement in the school reading program lower when they are aware that their ratings will be compared to the ratings of teachers in their schools.
Department of Elementary Education

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Reda, Patricia Reda. "Successful Strategies Used to Increase the Reading Comprehension of Second Graders." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2424.

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A southeastern elementary school evidenced many students with a consistent decrease in oral reading fluency (ORF) rates as the 2nd grade year progressed, leading to weakness in reading comprehension in the 3rd grade. Reading comprehension is critical for academic success, as students who merely decode words do not gain knowledge from the text. This qualitative case study explored the successful strategies, both inside and outside of the classroom, used by parents and teachers of this southeastern elementary school to positively impact the reading comprehension rates of 2nd grade students. Constructivism and transactional learning served as the conceptual frameworks for this study. Archival data were used to identify 66 students who had exited 1st grade having met expectations on the ORF assessment and who continued to meet expectations throughout 2nd grade. The parents of these students and their 6 teachers comprised the purposeful sample. Three parents and 3 teachers participated in the study, yielding 6 interviews and 1 teacher artifact for analysis. Open coding and thematic analysis were used. The common themes that emerged were daily reading, parental support, clear expectations, access to high interest books, small group instruction, and cooperative learning strategies that positively impacted reading comprehension in 2nd grade. The results of this study led to the development of a series of parent workshops and a series of teacher workshops that focus on reading strategies for use in the home and strategies for teachers to work effectively with parents. Implications for positive social change include providing the local site with research-based findings and a workshop series teaching successful strategies used by parents and teachers to increase student reading comprehension.

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Ackermann, Cecile. "The effect of parental involvement on Grade 4 learner literacy : evidence from prePIRLS 2011." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65433.

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The study aims to determine the effect of parental involvement on the reading literacy abilities of Grade 4 learners. Literacy is a fundamental skill needed to successfully function in a country’s economy, as well as broader society. The acquisition of literacy is a complex and difficult process, where several factors can have an effect. One of the most important factors in the acquisition of literacy, is parental involvement. Many initiatives have been launched in South Africa to get parents involved in their child’s acquisition of literacy, such as the Family Literacy Project and Nal’ibali. Both of these initiatives aim to improve learners’ literacy through parental involvement. In order to determine the effect of parental involvement on the reading literacy abilities learners, this study focused on selected variables from the PreProgress in International Reading Literacy Study (prePIRLS) 2011, notably from the parental responses and Grade 4 learners reading literacy achievement results. This study took the form of a secondary data analysis while specifically using descriptive and multiple regression techniques to measure the effect of parental involvement and the parental level of education on learner reading achievement. The conceptual framework of the study consists of parental involvement and the parental level of education which might have an effect on the reading literacy ability of Grade 4 learners. The study adapted Epstein’s six types of parental involvement (1992, 1994), as well as Myrberg and Rosén’s (2008) path model of direct and indirect influences of parental education on learners’ reading achievement. This study found that higher levels of parental education, as well as higher levels of parental involvement can be associated with higher reading literacy achievement results. Therefore parental involvement is of great importance in children’s development of reading literacy skills.
Dissertation (MEd)--University of Pretoria, 2017.
Science, Mathematics and Technology Education
Centre for Evaluation & Assessment (CEA)
MEd
Unrestricted

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Whalen, Angela J. "The effect of direct teacher involvement in formative evaluation of student progress on student attainment of critical early literacy outcomes /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3045099.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 95-98). Also available for download via the World Wide Web; free to University of Oregon users.

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Middleton, David W. Baker Paul J. Strand Kenneth H. "The relationship of parent and teacher perceptions of parent involvement and third grade reading and mathematics achievement." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633422.

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Thesis (Ph. D.)--Illinois State University, 1996.
Title from title page screen, viewed May 23, 2006. Dissertation Committee: Paul J. Baker, Kenneth H. Strand (co-chairs), Sarah Booth, Anita H. Lupo. Includes bibliographical references (leaves 80-90) and abstract. Also available in print.

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Epstein, Dale Judith. "The impact of parents' demographic and psychological characteristics and parent involvement on young children's reading and math outcomes." College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7711.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.
Thesis research directed by: Dept. of Human Development/Institute for Child Study. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Robertson, Kandace Cheryee. "Native American Parent Perceptions of their Children's Success in Reading and Mathematics." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7836.

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The focus of this study was on how to help narrow the achievement gap between Native American students and their non-Native peers in an urban Oklahoma school district. A qualitative case study approach was used to answer the questions of how parents of Native American students perceive their children's academic success in reading and mathematics in Grade 1- Grade 12 and why they believe their children have consistently (or historically) performed below district, state, and national expectations in these subjects in an attempt to better understand the achievement gap. Progress reports, institutional reports, and standards-based test scores were indicative of the widening achievement gap between Native American students and their non-Native peers. Bourdieu's cultural capital theory supported by Epstein's model of parental involvement were used as the conceptual framework for this study. Six parents of Native American students in Grade 1– Grade 12 were selected as participants and were interviewed using open-ended, semistructured questions to gain insight and help to answer the research questions. The coding of collected data, an analysis of emergent themes and triangulation, peer debriefing, and member checks were all utilized as analytical procedures to ensure accuracy and credibility. Results from the study revealed that parents of Native American students perceive their students' academic success as a struggle and identify parental involvement, curriculum relatability, class size and communication among some of the barriers to their students' success. Implications for positive social change for this study included the potential to inform more effective teaching strategies for teachers who teach Native American students, inform their curriculum development, and foster the empowerment of Native American families.

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Holm, Carolina. "Skönlitteraturens betydelse i klassrummet : En undersökning om hur lärare i årskurs 1-3 arbetar med skönlitteratur." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-55055.

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The purpose of the study is to investigate how teachers in primary school work with reading fiction in school as well as how their attitude towards fiction affects their teaching. In the survey, qualitative interviews and observations of teachers are used. The teachers have different experiences. On the other hand, all four of them are actively using fiction in their teaching. By using qualitative interviews and observing from four teachers, I get a picture of how the work with fiction is carried out in school. The results shows that most teachers work similarly with reading fiction, such as letting the pupils read aloud or read their own book. The teachers spend relatively much time working with reading fiction, about one third of the teaching. In the result, it also appears that the teachers have different opinions about how much time there is to actually work with fiction, they also think it is different from grades 1 to 3. Based on the interviews and the observations, the answer to why teachers believe it is important to read fiction has become clearer.
Syftet med studien är att undersöka hur lärare i årskurs 1–3 arbetar med läsning av skönlitteratur i skolan samt även hur deras inställning till skönlitteratur påverkar undervisningen. I undersökningen används metoderna kvalitativa intervjuer och observationer av fyra lärare. Lärarna har olika erfarenhet, däremot använder sig de fyra lärarna aktivt av skönlitteratur i sin undervisning. Genom att använda kvalitativa intervjuer och observationer från fyra lärare får jag en bild av hur arbetet med skönlitteratur ser ut i skolan. Resultatet visar att de flesta lärarna arbetar på liknande sätt med läsning av skönlitteratur, exempelvis högläsning och tystläsning. Lärarna använder relativt mycket tid av svenskundervisningen till att läsa skönlitteratur, ungefär en tredjedel av undervisningen. I resultatet syns det även att lärarna har olika uppfattning om hur mycket tid det egentligen finns att arbeta med skönlitteratur och att de anser att det är skillnad från årskurs 1 till 3. Utifrån intervjuerna och observationerna har kunskapen om varför lärarna anser att det är en viktigt att läsa skönlitteratur blivit tydligare.

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Giraldo, Regina. "Individual growth analysis of children's reading performance during the first years of school." Cleveland, Ohio : Cleveland State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1271105470.

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Thesis (M.Ed.)--Cleveland State University, 2010.
Abstract. Title from PDF t.p. (viewed on April 27, 2010). Includes bibliographical references (p. 37-41). Available online via the OhioLINK ETD Center and also available in print.

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Pruitt, Melinda Douthat. "Relationships between Reading Level of Parents, Readability of Special Education Documents/Forms, Knowledge of IEP Contents, and Parental Involvement." [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-0723103-021910/unrestricted/PruittM072303a.pdf.

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Thesis (Ed. D.)--East Tennessee State University, 2003.
Title from electronic submission form. ETSU ETD database URN: etd-0723103-021910. Includes bibliographical references. Also available via Internet at the UMI web site.

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Woolard, Christina Ann. "A Descriptive Study of the Impact of Parental Involvement on the Reading Performance of Students with Disabilities Enrolled in an Online Public Charter School." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280407059.

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Xu, Min. "The Relationship Between Parental Involvement, Self-Regulated Learning, and Reading Achievement of Fifth Graders: A Path Analysis Using the ECLS-K Database." University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1213570244.

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Bradley, Faye Covington. "The Impact of Parental Involvement on the Reading Achievement of Fourth Grade African American Males in the Tidewater Region of Virginia." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/26885.

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During the last decade there has been a renewed focus on improving the instruction of children at risk for not learning to read well and ways to effectively involve their parents to enhance their children's reading achievement. This focus has particularly centered on how programs of school, family, and community partnerships can be organized to improve schools and enable all families to support children's reading and literacy skills (Epstein et al, 2002-2009). This study examined the extent to which the reading achievement of African American male learners improves with school, family, and community partnerships. The sample consisted of fourth grade African American males from the Tidewater region of Virginia who were enrolled in Title 1 schools that participate in the National Network of School Partnerships. The goal of this study was to examine the relationship between school, family, and community partnerships and the reading achievement of the African American male. Second, the study identified which type of parental involvement significantly influenced the reading achievement of African American males. Third, the study identified parental involvement activities that significantly influenced the reading achievement of the African American male learner. Teachers and administrators were surveyed using an instrument adapted from Epstein's School, Family, and Community Partnership Survey, The Virginia Standards of Learning reading and language arts assessments provided data for reading achievement of fourth grade African American males. Data analysis revealed no significant differences in promising practices and the reading achievement of fourth grade African American males. An ANOVA showed a significant difference between principals and teachers in their ratings of the importance of Type 6 activities, collaborating with the community. A correlation was found between Type 3 parental involvement activities of volunteering and the reading achievement of fourth grade African American males. An ANOVA showed a significant difference between principals and teachers in their ratings of Teacher Reports of School Program Type 4 (Learning at Home). Significant differences were found between principals and teachers in their ratings of Teacher Reports of Total School Program to Involve Families. A correlation between teacher estimates of parents' involvement and the mean SOL English score for African American male fourth grade students was found.
Ed. D.

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Berkeley-Cummins, Ligoria. "Reading Perceptions of Hispanic English Language Learner Families in New York City." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6171.

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Historically, Hispanic English language learners (ELLs) in the United States have had low reading achievement and low high school graduation and college entry rates, which has limited their employment opportunities. Although research indicates parental involvement is important to reading success, little is known about Hispanic ELL parents' perspectives on their children's reading development. The purpose of this basic qualitative study was to understand how parental involvement in 3rd grade Hispanic ELLs' reading development, as perceived by their families, may contribute to these students' reading proficiency. The framework for this study was Hedegaard's model of children's learning and development. The participants were 5 mothers of 3rd grade Hispanic ELLs at an urban public school in a large city in the Northeastern United States. Interviews with participants were analyzed for open and axial codes using NVivo software to identify themes and patterns. Study results revealed that mothers of Hispanic ELL students were involved in and had a positive view of their children's reading development. However, participants perceived their lack of English language skills as a barrier to their parental involvement in their children's reading development; they also viewed siblings, teachers, libraries, and technology as major resources to help their children develop their reading aptitude. This study supports social change by providing information to schools and administrators, the latter of whom may be able to improve reading programs in ways that can help Hispanic ELL families to promote their children's reading development.

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Carpenter, Gloria Jean Oliver. "The School Success and Adjustment of Young African American Children." Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1119635112.

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Robinson, Gary E. (Gary Edwin). "The Effects of Using Networked Integrated Testing and Skills Software and Parental Involvement on Achievement, Attitude, and Self-esteem of At-risk Students." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc277822/.

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The purpose of this study was to determine whether using integrated, networked testing and skills software combined with parental participation would increase students' achievement in reading, improve students' self-esteem and improve attitude toward school. Further, the purpose was to determine if parental participation promotes improved attitude toward school.

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Rodriguez, Cory R. "The Relationship of the Parental Involvement of Latino Immigrant Parents of Middle School Students and Student Academic Achievement." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2449.

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The Latino population in the United States is projected to increase significantly in the upcoming years as well as the numbers of Latino students enrolled in public schools. These schools are challenged with a gap in Latino student achievement when compared to White non-Hispanic students. Studies indicate that parental involvement in school settings has been correlated to student achievement and that parental involvement is lower for Latino parents than White parents. The purpose of this research study was to examine the relationship between parental involvement of seventh grade middle school Latino students and students’ reading and mathematics achievement. The study also examined selected relevant demographic variables, including socioeconomic status, parents’ level of education, single versus two-parent families, and the gender of the students and parents. The theoretical framework that supported this research study was derived from Joyce Epstein’s (1991) model for parental involvement.

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Adam, Ndileka Primrose. "An investigation into factors that influence parental involvement in the development of their children's literacy in the secondary school level: a case study of a combined school in the Eastern Cape." Thesis, University of Fort Hare, 2010. http://hdl.handle.net/10353/229.

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The main purpose of this research was to investigate the factors that influence parental involvement in the development of their children's literacy in the senior phase. The concept of parental involvement has been perceived as one of the corneThe main purpose of this research was to investigate the factors that influence parental involvement in the development of their children's literacy in the senior phase. The concept of parental involvement has been perceived as one of the cornerstones that contribute positively to the effectiveness of the education that children receive. In the South African case, it is embodied in the legislation and is expected to permeate the education process at all levels. Many scholars perceive parental involvement as enhancing the development of children's literacy. As an interpretive orientated study, this research had an interest in understanding the subjective experiences and general factors that influence parental involvement in the development of their children's literacy in the secondary school level. In line with the protocols of the case study, this study used a combination of methods namely structured interviews, semi-structured interviews, focus groups and document analysis in collecting data. The findings of the study revealed different opinions on parental involvement. While some parents appreciate the importance of their involvement, there were, however, some parents who perceive it as a responsibility of educators. Despite these views, there were positive contributions that have been brought about by parental involvement in the development of their children's literacy. The study has also revealed that there are factors that influence parental involvement in the development of their children's literacy in the senior phase such as parents' lack of understanding of their roles, absence of guiding documents, lack of unity among stakeholders, age and qualifications. The intent of this research was to investigate factors that influence parental involvement in the development of their children's literacy in the secondary school level and to give some recommendations on how these can best be addressed.rstones that contribute positively to the effectiveness of the education that children receive. In the South African case, it is embodied in the legislation and is expected to permeate the education process at all levels. Many scholars perceive parental involvement as enhancing the development of children's literacy. As an interpretive orientated study, this research had an interest in understanding the subjective experiences and general factors that influence parental involvement in the development of their children's literacy in the secondary school level. In line with the protocols of the case study, this study used a combination of methods namely structured interviews, semi-structured interviews, focus groups and document analysis in collecting data. The findings of the study revealed different opinions on parental involvement. While some parents appreciate the importance of their involvement, there were, however, some parents who perceive it as a responsibility of educators. Despite these views, there were positive contributions that have been brought about by parental involvement in the development of their children's literacy. The study has also revealed that there are factors that influence parental involvement in the development of their children's literacy in the senior phase such as parents' lack of understanding of their roles, absence of guiding documents, lack of unity among stakeholders, age and qualifications. The intent of this research was to investigate factors that influence parental involvement in the development of their children's literacy in the secondary school level and to give some recommendations on how these can best be addressed.

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Moncrieffe, Maureen Hyacinth. "Black Caribbean American Parents' Home-Based Literacy Activities for K-2 Religious School Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/448.

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Research has shown that parental involvement plays a crucial role in the academic achievement of students. A parent's involvement in a child's literacy development, especially in the Black Caribbean American community, is important because it helps the child become a life-long reader. The purpose of this phenomenological research study was to investigate the at-home literacy involvement of Black Caribbean American parents with their K-2 children in a small private religious school. Based upon Epstein's work on parental involvement, as well as Hoover-Dempsey and Sandler's role construction theory, the current study explored these parents' at-home literacy activities with their children, their perceived barriers to further involvement, and their receptivity to school support to overcome those barriers. Eight parents were interviewed. Inductive analyses, including repeated reading, color coding, and generating themes, were used to analyze the data. The findings revealed positive parental support in at-home literacy activities. Parents read to and played literacy games with their children, assisted with homework, and used a variety of materials including books and technology. Parents indicated a lack of communication between them and the school regarding what literacy instruction was being provided at school. Social change can come about by providing this information to the school staff and having them take action that assists all parents to become more effectively involved in their children's at-home literacy activities. This involvement may, in turn, result in improved reading skills and overall academic performance.

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Robinson, Barbara Lockhart. "The effect of the building administrator's leadership behavior and parental involvement on student achievement in the areas of reading and mathematics in middle schools of a metropolitan school system." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1989. http://digitalcommons.auctr.edu/dissertations/2283.

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This study described the relationship between leadership behavior, parental involvement and student achievement in the areas of reading and mathematics in focus middle schools. A questionnaire designed by Bell South Laboratories was used to elicit teachers' perceptions of their principal's behavior in the areas of discipline, climate, communications, community relations, and instructional leadership. The instrument was field tested by a panel of experts whose feedback was used to improve the instrument. Information relative to parental involvement was secured from Board of Education minutes outlining the number of parents who join the PTA and the number of parents who volunteer in the school. Analysis of the data was made by using the Pearson (r) to determine if a relationship existed between the variables. Table values were used to determine the significance of the Pearson r. The statistical tools were utilized to test the 14 null hypothesis in the study. The following significant findings of the study are that: 1.There were significant relationships found between the variables of climate and reading and mathematics, community relations and reading and mathematics, communications and reading and mathematics, PTA and reading and mathematics, volunteers and reading and mathematics. 2. The relationships found crossed focus boundaries. 3. There were non-significant relationships found between discipline and reading and instructional leadership and mathematics. 4. The relationships for non-significant relationships cross focus boundaries. 5. The study revealed that focus status was neither an issue in teachers' perceptions of the principal's behavior, nor was it an issue in the variable of parental involvement.

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Lindahl, Christina Lauren. "Developing Early Numeracy and Early Literacy Skills in Preschool Children Through a Shared Parent/Child Book Reading Intervention: A Multiple-Baseline Single Case Design Study." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6304.

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The present study examined the effectiveness of a shared storybook reading intervention in increasing children’s early numeracy and early literacy skills through a multiple baseline single case design. Four parent-child dyads were included in the study, and children’s early numeracy and early literacy skills were measured using the eNumeracy Early Math Assessments and the Preschool Early Literacy Indicators, respectively. The study also measured mathematical dialogue to determine if an increase in children’s early numeracy skills is due to the intervention and not other confounding variables. Finally, the study measured intervention integrity, and parent ratings of social validity. Results of the study indicated that parent-child mathematical dialogue increased for three participants and could not be calculated for the fourth participant due to attrition. Visual analysis and hierarchical linear modeling results indicated no statistically significant early numeracy or literacy outcomes across participants. A masked visual analysis indicated that there was an observable difference in children’s scores on the eNumeracy Ordinal Position measures, but none of the other outcome measures. Additionally, the majority of parents were able to implement the intervention with integrity and all parents reported high levels of social validity. The findings of this study show that the parent directed shared mathematical storybook reading intervention was effective in increasing mathematical dialogue between parents and children. Future studies should examine the impact of shared mathematical storybook reading interventions on discrete early numeracy and literacy skills specifically targeted during the book reading interventions.

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Owens, Erin Heather. "A Qualitative Study of Parents' Experience with their Children's Mandated Retention: Ohio's Third Grade Reading Guarantee in Action." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1563288098635677.

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Семененко, Лариса Петровна, and Юлия Николаевна Главчева. "Дистанционный курс "Куратор содержания" как элемент программы "Читающий политех"." Thesis, Днепропетровский национальный университет железнодорожного транспорта, 2013. http://repository.kpi.kharkov.ua/handle/KhPI-Press/3278.

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The initial stages of the program to attract readers to the library are considered. We suggest the new effective forms of cooperation with readers to break the stereotypes about a librarian.
Рассматриваются начальные этапы реализации программы по привлечению читателей в библиотеку. Предложены новые эффективные формы сотрудничества с читателями, ломающие стереотипы восприятия библиотекаря.

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García, Maria G. "The impact of the Home Instruction for Parents of Preschool Youngsters (HIPPY) program on reading, mathematics, and language achievement of Hispanic English language learners." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5227/.

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This study sought to answer if the Home Instruction for Parents of Preschool Youngsters (HIPPY) program had a positive academic impact on Hispanic English language learners (ELL). HIPPY is a free, 2-year, home-based early intervention program for 4-and 5-year-old children. The program is intended to provide educational enrichment to at-risk children from poor and immigrant families, increase school readiness, and foster parent involvement in their children's education. A quasi-experimental design and quantitative measures were used to measure the academic success of Hispanic ELL students in reading, mathematics, and language arts. The sample included an experimental group and a purposeful control group. Hispanic students who attended an early childhood school as 4 year olds and participated in the HIPPY 4 and 5 programs were compared to Hispanic students who attended an early childhood school as 4 year olds and did not participate in HIPPY. Results from the Texas-mandated criterion referenced Texas Assessment Knowledge and Skills (TAKS) Test and the TerraNova® and TerraNova SUPERA® norm referenced tests were used in this study. Results from the TAKS Reading and TAKS Mathematics Grade 3 and the TerraNova reading, language, mathematics, and total composite scores were analyzed using a one-way analysis of variance. The treatment group and control group results from both assessments were measured and compared. A statistically significant difference was found in 5 out of the 6 null hypotheses tested. The treatment group statistically significantly outperformed the control group in the TAKS Reading and the TerraNova and TerraNova SUPERA reading, language, mathematics, and total composite assessments. This study substantiates that the HIPPY program works and can have a positive impact on a child's school readiness. Additionally, a significant range of sustainability was also established since the results were measured from assessments administered in the third grade and 5 years after the treatment group began participating in the HIPPY program.

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Olin-Scheller, Christina. "Mellan Dante och 'Big Brother' : En studie om gymnasieelevers textvärldar." Doctoral thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-474.

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This dissertation deals with Swedish upper secondary school students’ encounter and reception of various fictional texts in and outside of school. The focus of the study is how literary instruction, based on an expanded text concept, succeeds in meeting the students’ expectations and previous experiences of fictional texts. The theoretical framework consists of theories that approach reading as a transaction between text and reader in a social and cultural context.

The study is founded on qualitative methods, and the empirical material was collected through participant observation and interviews with students and teachers in four upper secondary school classes between 2001 and 2003. The research questions are: How does literary instruction develop students’ knowledge of fictional texts and reading? In what ways are the students’ textual worlds in and outside of school dialogically interrelated? How do students use different fictional texts in building their identities? Which values regarding different texts are visible in the classroom?

Findings indicate that mismatches between teachers’ and students’ literary repertoires are common in upper secondary school literary teaching. Since the literary instruction mainly drew upon traditional fiction, the students’ construction of literary worlds was not sufficiently supported. The students’ expectations of fiction reading were characterized by strong emotional involvement, and this was particularly true for the male students. The female students reported that there was a lack of female perspectives in the literary teaching.

The pedagogical implications of the study concern the importance of identifying the students’ literary repertoires and matching those with the literary instruction. Literary pedagogy should aim to expand these repertoires, and to help students acquire new reader roles. One way of achieving this is to promote dialogical teaching that encourages both efferent and aesthetic reading. Findings of the present study also indicate that teachers’ resources for working with an expanded text concept are limited. Consequently, current teacher education programmes and further training of working teachers must deal with reading of fictional texts from new and broader perspectives.

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Goudey, Jennifer. "A parent involvement intervention with elementary school students : the effectiveness of parent tutoring on reading achievement /." Phd thesis, 2009. http://hdl.handle.net/10048/561.

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Thesis (Ph. D.) -- University of Alberta, 2009.
"A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Doctor of Philosophy in School Psychology, Department of Educational Psychology, University of Alberta." Title from pdf file main screen (viewed on September 9, 2009). Includes bibliographical references.

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YANG, CHIA-YING, and 楊佳潁. "A Case Study of Father’s Involvement in Parent-child Dialogic Reading." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/9vm7ve.

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碩士
國立臺南大學
幼兒教育學系碩士班
106
Recently, the popularity of electronic products reduce the time that young children spending on reading, and influence their normal development of body and mind, this phenomenon shows the importance of parent-child reading, among the ways of parent-child reading, parent-child dialogic reading (DR) brings more dialogue and interaction between parent and child, and promote child’s expression ability. On the other hand, father is seldom readind with children, and most of empirical researches use the picture books wih single topic in a research currently. Therefore, this formal study reference and improve by the exploratory study, conducting the parent-child DR with four topics of picture books as research instrument. This study aims to explore what kind of DR strategies that father will use in four different topic of picture books, and interaction circumstances between father and child. This is a case study with a father and son as participants. Before starting the parent-child DR, there was a training session for father to understand the importance of DR and learning how to use the DR strategies. After the training session, parent-child DR lasted for 8 weeks with 4 topics of picture books, a total of 16 books. The topics of picture book in this study are include scientific knowledge, sentiment, gender non-stereotyped, and life experience. There was a father interview after each parent-child DR activity, a total of 16 times. And there was two times of mother interview, aims to how mother thinking about the father and child in the course of the study. At last, use all the data to analyze the result of the study. Based on the data analyses, the conclusions of this study are summarized as follows: 1. After the DR training session, father can use the strategies smoothly, even develop his own reading style. 2. Even though there are four different topics of picture books, father can discuss a lot with child through the DR strategies. 3. Father will trip the story content, and extend the subject of a talk with child, sometimes there are accidental learnings. 4. Father-child DR brings positive influence on interactions between father and child.

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Taukobong, Nkoko Maria. "Reading problems in the junior primary phase and parental involvement : guidelines for teachers." Thesis, 2012. http://hdl.handle.net/10210/6487.

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M.Ed.
The aim of this research is to develop guidelines for teachers with regard to parental involvement in order to facilitate the development of reading competence in children in the junior primary phase. In order to achieve this, the following sub-aims are formulated: To explore and describe the viewpoints of parents and teachers with regard to the causes of reading problems in the junior primary phase; To determine in what way teachers and parents of children in the junior primary phase perceive their role in the development and improvement of reading.

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Beal, Vanessa. "The weight of involvement load in college level reading and vocabulary tasks." Thesis, 2007. http://spectrum.library.concordia.ca/975739/1/MR40797.pdf.

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This study provides some evidence in support of the Involvement Load Hypothesis proposed by Laufer & Hulstijn (2001) which claims that tasks inducing high levels of need , search , and evaluation of meanings of unfamiliar words are most effective for vocabulary acquisition. Immediate and delayed retention of ten unfamiliar words taken from a short story reading text were investigated in learning conditions of varying "Involvement Loads". These were: low, glossary provided; moderate, multiple choice glossary; high, dictionary based sentence production; and control, reading only. Participants were 118 students from seven intact ESL college level classes at a Montréal area college. On an immediate retention test, there was a statistically significant difference between the means from both the multiple choice glossary task and dictionary based sentence production task and the control group. For delayed retention, there was a statistically significant difference only between the means from the multiple choice glossary task and the control group results. With a view to addressing unanswered questions in previous Involvement Load research regarding how learners undertake reading comprehension and vocabulary tasks, the present study included a qualitative aspect in which ten participants provided concurrent think aloud protocols whilst completing vocabulary reading tasks of moderate and high involvement loads. Think aloud protocols provided valuable insights into both search and evaluation strategies used in lexical intervention tasks; furthermore it was clear that metalinguistic knowledge of parts of speech and etymology were enabling strategies. The protocols also highlighted the relative weight of 'need' in calculations of task Involvement Load as participants indicated a clear preference for the structure and format of multiple choice glossary tasks

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Campbell, Bernice Virginia. "Parental involvement as an explanation of mathematics and reading achievement in kindergartners." 2006. http://www.lib.ncsu.edu/theses/available/etd-06142006-141147/unrestricted/etd.pdf.

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Dissertations / Theses on the topic 'Involvement in reading'

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