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Effects of Parental Instruction in Reading Comprehension on Parental Self-Efficacy and Attitude and Classroom Reading Achievement of Low-Income Third-Grade Students.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Effects of Parental Instruction in Reading Comprehension on Parental Self-Efficacy and Attitude and Classroom Reading Achievement of Low-Income Third-Grade Students./
Author:	Wylie, Barbara A.
Description:	1 online resource (153 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 77-07, Section: A.
Contained By:	Dissertations Abstracts International77-07A.
Subject:	Elementary education. -
Online resource:	click for full text (PQDT)
ISBN:	9781339386980

Effects of Parental Instruction in Reading Comprehension on Parental Self-Efficacy and Attitude and Classroom Reading Achievement of Low-Income Third-Grade Students.
Wylie, Barbara A.

Effects of Parental Instruction in Reading Comprehension on Parental Self-Efficacy and Attitude and Classroom Reading Achievement of Low-Income Third-Grade Students. - 1 online resource (153 pages)

Source: Dissertations Abstracts International, Volume: 77-07, Section: A.

Thesis (Ed.D.)--Ball State University, 2015.

Includes bibliographical references

The purpose of this constructivist case study was to examine the effects of parental instruction in reading comprehension strategies on their own self-efficacy and attitude towards helping their struggling reader on his/her homework. The intended outcome of this study was to empower parents with the necessary skills and knowledge to assist their struggling reader with reading comprehension skill acquisition and reading comprehension performance at home, which ultimately would increase their self-efficacy and attitude towards helping their child(ren) and transfer into increased reading comprehension achievement (as measured in reading comprehension by the Flynt and Cooter Reading Inventory) in the classroom. Several barriers emerged during the process of analyzing the data: (a) availability of translators, (b) increased communication (on the part of the teacher) about what is actually occurring in the classroom, (c) access to quality childcare, (d) workshop availability that doesn't conflict with work, and (e) shared expectation. Participants in this study represented third-grade students from a large Midwestern elementary school with a high population of poverty. Recommendation in the final chapter of this qualitative case study may provide useful information for parents, teachers and administrators to assist children with mastering reading comprehension.

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

Mode of access: World Wide Web

ISBN: 9781339386980Subjects--Topical Terms:

1148439
Elementary education.
Subjects--Index Terms:

AchievementIndex Terms--Genre/Form:

554714
Electronic books.

Effects of Parental Instruction in Reading Comprehension on Parental Self-Efficacy and Attitude and Classroom Reading Achievement of Low-Income Third-Grade Students.
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520 $a The purpose of this constructivist case study was to examine the effects of parental instruction in reading comprehension strategies on their own self-efficacy and attitude towards helping their struggling reader on his/her homework. The intended outcome of this study was to empower parents with the necessary skills and knowledge to assist their struggling reader with reading comprehension skill acquisition and reading comprehension performance at home, which ultimately would increase their self-efficacy and attitude towards helping their child(ren) and transfer into increased reading comprehension achievement (as measured in reading comprehension by the Flynt and Cooter Reading Inventory) in the classroom. Several barriers emerged during the process of analyzing the data: (a) availability of translators, (b) increased communication (on the part of the teacher) about what is actually occurring in the classroom, (c) access to quality childcare, (d) workshop availability that doesn't conflict with work, and (e) shared expectation. Participants in this study represented third-grade students from a large Midwestern elementary school with a high population of poverty. Recommendation in the final chapter of this qualitative case study may provide useful information for parents, teachers and administrators to assist children with mastering reading comprehension.
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