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The Relationship Between Grade 5 Learners' Reading Literacy Achievement and Parental Reading Attitudes and Behaviours.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Relationship Between Grade 5 Learners' Reading Literacy Achievement and Parental Reading Attitudes and Behaviours./
作者:	Phahlamohlaka, Naledi Legwadi Catherine.
面頁冊數:	1 online resource (73 pages)
附註:	Source: Masters Abstracts International, Volume: 85-06.
Contained By:	Masters Abstracts International85-06.
標題:	Reading comprehension. -
電子資源:	click for full text (PQDT)
ISBN:	9798380926652

The Relationship Between Grade 5 Learners' Reading Literacy Achievement and Parental Reading Attitudes and Behaviours.
Phahlamohlaka, Naledi Legwadi Catherine.

The Relationship Between Grade 5 Learners' Reading Literacy Achievement and Parental Reading Attitudes and Behaviours. - 1 online resource (73 pages)

Source: Masters Abstracts International, Volume: 85-06.

Thesis (M.Ed.)--University of Pretoria (South Africa), 2017.

Includes bibliographical references

This study aims to establish the relationship between reading literacy in the primary school and parental attitudes and behaviour to reading. Reading literacy is another dimension of literacy (Dubin & Kuhlman, 1992), notably the ability to understand and make use of written language (Mullis, Martin, Kennedy, Trong & Sainsbury, 2009). Despite various educational improvement initiatives undertaken by the South African Education system (ANAs, SACMEQ, TIMMS, PIRLS) as a means of creating systems to improve standards of education (Education Policy Act 2015 of 1998), learner achievement in the primary school remains low. This study makes use of selected variables from the PIRLS 2011 parent questionnaire to measure the extent of the relationship between learner reading achievement in Grade 5 and home level factors such as learning environment, parental behaviours in reading and parental attitudes towards reading. It adopts a secondary analysis design and makes use of quantitative approaches (Creswell, 2003). The Developed model of Home Learning Environment, Parental Behaviours and Parental Attitudes to Reading and Reading Literacy Achievement was adapted from the model of attitudes, behaviours and reading as developed by Abu-Rabia and Yaari (2012). This study was able to establish that the home learning environment and parental behaviours to reading had negative association with reading literacy, meaning that in their absence reading literacy would decrease. It established that parental attitudes to reading had positive association with reading literacy, meaning that in the presence of positive parental attitudes, reading literacy would increase. This highlights the importance of parental involvement in learner reading development.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380926652Subjects--Topical Terms:

567443
Reading comprehension.
Index Terms--Genre/Form:

554714
Electronic books.

The Relationship Between Grade 5 Learners' Reading Literacy Achievement and Parental Reading Attitudes and Behaviours.
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504 $a Includes bibliographical references
520 $a This study aims to establish the relationship between reading literacy in the primary school and parental attitudes and behaviour to reading. Reading literacy is another dimension of literacy (Dubin & Kuhlman, 1992), notably the ability to understand and make use of written language (Mullis, Martin, Kennedy, Trong & Sainsbury, 2009). Despite various educational improvement initiatives undertaken by the South African Education system (ANAs, SACMEQ, TIMMS, PIRLS) as a means of creating systems to improve standards of education (Education Policy Act 2015 of 1998), learner achievement in the primary school remains low. This study makes use of selected variables from the PIRLS 2011 parent questionnaire to measure the extent of the relationship between learner reading achievement in Grade 5 and home level factors such as learning environment, parental behaviours in reading and parental attitudes towards reading. It adopts a secondary analysis design and makes use of quantitative approaches (Creswell, 2003). The Developed model of Home Learning Environment, Parental Behaviours and Parental Attitudes to Reading and Reading Literacy Achievement was adapted from the model of attitudes, behaviours and reading as developed by Abu-Rabia and Yaari (2012). This study was able to establish that the home learning environment and parental behaviours to reading had negative association with reading literacy, meaning that in their absence reading literacy would decrease. It established that parental attitudes to reading had positive association with reading literacy, meaning that in the presence of positive parental attitudes, reading literacy would increase. This highlights the importance of parental involvement in learner reading development.
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