Date of Award
Project (696 or 796 registration)
Master of Science in Curriculum & Instruction
parental involvement, reading achievement, text level, reading fluency, sight words
This five week investigation determined a relationship exists between parental involvement and reading achievement. Students were separated into two groups, Group A and Group B. Group A contained students who received below the average amount of parental involvement points obtained and Group B contained students who received above the average amount of parental involvement points obtained. Students in Group B made a 1.14 text level gain above students in Group A. Group B also made a 6.34 sight word gain over Group A as well as a 5.57 oral reading fluency gain over students in Group A. The study included first and second grade Reading Recovery™ and Title I reading students. Students’ families differed in marital status, socioeconomic status, and ethnicities. Baseline data and gains in text level, oral reading fluency, and sight word knowledge were measured using: Fountas and Pinnell’s Benchmark Asssessment™, aimsweb™Plus Oral Reading Fluency, and Slossan™ Oral Reading Test. Parental involvement was measured using daily book log signatures, completion of cut-up sentences, parent communication with reading teacher via phone and/or email, SeeSaw™ views, attendance of Title I family night, attendance of student/teacher conferences, and observation of a reading lesson.
Schnell, Erin M., "The Relationship between Parental Involvement and Reading Achievement" (2018). Dissertations, Theses, and Projects. 119.