The effects of parent involvement on the reading achievement and reading engagement of students participating in a balanced reading curriculum
2006
- 869Usage
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Usage869
- Downloads790
- Abstract Views79
Thesis / Dissertation Description
This study evaluated the reading achievement scores and reading engagement outcomes of second grade students, in an urban magnet center, whose parents were randomly selected to participate in active parent involvement training (APIT; n = 13) sessions compared to information based parent involvement training (IBPIT; n = 6) sessions. Results of the pretest posttest two group comparative study examined (a) reading achievement scores as measured by (i) Dynamic Indicators of Basic Early Literacy Skills 6th edition (DIBELS); and (ii) Group Reading Assessment and Diagnostic Evaluation (GRADE); and (b) reported reading engagement frequencies as measured by student (i) school absences, (ii) off-task behaviors, (iii) off-task disruptive behaviors and (c) parent perceptions as measured by the Parent As A Teacher (PAAT) questionnaire. Students whose parents participated in APIT and IBPIT were found to show significant gain in DIBELS oral reading fluency scores, and parents who participated in APIT and IBPIT felt empowered to teach their children at the end of the study. Therefore, students whose parents participated in APIT and IBPIT would be expected to experience continued growth in reading achievement and reading engagement, when parents are intentionally invited to participate in the education of their child.
Bibliographic Details
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