A study of the relationships among parents' reading beliefs, parents' gender, grade three students' reader self-perceptions, reading achievement and gender

Lynch, Jacqueline S. (1999) A study of the relationships among parents' reading beliefs, parents' gender, grade three students' reader self-perceptions, reading achievement and gender. Masters thesis, Memorial University of Newfoundland.

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Abstract

This study investigated the relationships among parents' reading beliefs (self-efficacy and achievement-related beliefs) grade three students' reader self-perceptions (self-concept, social feedback, physiological states, observational comparison, and progress) and their reading achievement (alphabet, meaning, and conventions). The gender of parents and children and its relationship to parents' reading beliefs, children's reader self-perceptions and reading achievement was also examined in this study. This study consisted of 66 students and 92 parents involved in an early family literacy project for approximately one year. The study was conducted in a rural area in the province of Newfoundland and Labrador, Canada. -- There were three instruments used in this study: a Questionnaire for Parents, a Reader Self-Perceptions Scale (RSPS) (Henk & Melnick, 1995), and a standardized reading test (Test of Early Reading Ability-2 - TERA-2). The Pearson-Product-Moment Method and t-tests were used to determine relationships in the data and to identify significant differences in scores on the instruments. -- Significant positive and negative relationships were found between aspects of mothers' and fathers’ reading beliefs and children's reader self-perceptions. Gender was an important variable in this study. Specifically, a significant positive relationship existed between mothers’ self-efficacy for children's reading achievement and girls' self-concept as reader. Significant negative relationships existed between mothers' achievement-related beliefs and boys' self-concept as reader, fathers' self-efficacy and boys' perceptions of parents' regard for their reading, and fathers' self-efficacy and boys' and girls' perceptions of their reading relative to other students. There was only one significant relationship between parents’ reading beliefs and children's reading achievement. This relationship was a negative one. Mothers' achievement-related beliefs negatively related to boys' alphabet scores on the standardized reading test. There was a significant difference in mothers' and fathers' self-efficacy beliefs for boys' reading achievement. Mothers had stronger beliefs in their ability to improve boys' reading achievement. -- In this study children's self-perceptions as readers significantly related to their reading achievement. Boys' and girls' perceptions of progress positively related to their ability to construct meaning on the reading test. As well, girls' perceptions of their reading in comparison to other students related to their alphabetic knowledge on the reading test (TERA-2). Significant differences favoring females were found in children's reader self-perceptions and their reading achievement. Girls had significantly higher perceptions of feedback from significant others. Scores measuring children's internal feelings experienced while reading were significantly higher for girls. In addition, girls had significantly higher alphabet scores on the reading test. -- This study has shown that parents’ reading beliefs, parents' gender, children's reader self-perceptions, reading achievement and gender, were significantly related. The findings of this study provide a basis for understanding factors related to young children's reading achievement. This study also provides insight into the role parents' beliefs play in young children's perceptions of their reading abilities and children's reading achievement.

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