Enhancing reading achievement of grade two students: a program for parents

Butt, M. Belle Sparkes (1995) Enhancing reading achievement of grade two students: a program for parents. Masters thesis, Memorial University of Newfoundland.

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Abstract

The purpose of this study was to describe and evaluate the effectiveness of an interactive reading program on children's reading achievement. This program involved parents of grade two children. Its intent was to train parents how to help more effectively their children with reading. The program was based on the findings of past research on parental involvement in literacy development of children, including revealed parent-child interactions and techniques of parental involvement. Its effectiveness was determined by comparing gains made in reading comprehension, receptive vocabulary and sight vocabulary by an experimental and a control group. -- A pretest-midtest-posttest-follow-up test control group design with matching was used for this research. From a population of 80 grade two students, seven pairs were matched on the basis of reading ability, socio-economic status, gender and age. One member of each pair was then randomly assigned to the experimental group; the other was placed in the control group. A series of one way ANOVAS conducted on group scores and each of the three dependent variables at pretest time confirmed the soundness of this design. -- Both groups of students continued to receive regular classroom instruction. Only children in the experimental group were exposed to the assistance program, or treatment. By midtest time, the impact of the program on reading comprehension, receptive vocabulary and sight vocabulary was found to be in the hypothesized direction; by posttest time it was statistically significant at the 0.1 level. Three months after the program terminated, the follow-up test results indicated that its impact was still significant at the 0.1 level on sight vocabulary; however, its impact on reading comprehension and receptive vocabulary had become significant at the 0.01 level. -- Provisions were also made to discover effects the program had on children's attitude towards reading, and to determine parents’ reactions to the program. It was found that the program apparently was significant in increasing children's desire to read. Parents also reported a very positive response to it. -- The program, in summary, proved to be successful in helping parents develop the "know how" to enhance the reading levels of their children and to develop in them an increasing desire to read. As a result, the findings of the study should have important implications for educators and parents who are concerned about children's reading achievement and solving our serious illiteracy problem.

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