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dc.contributor.authorSmith, Barbara Bevilleen_US
dc.date.accessioned2014-03-14T20:21:59Z
dc.date.available2014-03-14T20:21:59Z
dc.date.issued1998-05-05en_US
dc.identifier.otheretd-42498-162857en_US
dc.identifier.urihttp://hdl.handle.net/10919/30529
dc.description.abstractThis study was designed to examine whether there is an association between the activities suggested by a federally mandated Title 1 learning compact and the reading achievement of at-risk fourth grade students. In addition, the researcher investigated the relationship between specific home and school parent involvement activities and student reading scores. Specifically, connections between reading comprehension achievement and the following parent involvement variables were examined: (1) homework involvement, (2) reading together, (3) monitoring of television viewing, (4) volunteering in the school, and (5) supporting school activities. The subjects used for this study were fourth grade students who were enrolled in a Title 1 reading program. Data for the study was obtained from surveys given to teachers, the Title 1 students, and their parents. Reading achievement scores were obtained from fall and spring administrations of the reading comprehension subtest from the Iowa Test of Basic Skills and the gains between the two measures. Chi square analyses were used to examine whether the levels of involvement by specific parties on the independent variables were associated with different levels of reading comprehension achievement. A second analysis was done with analysis of variance procedures. The study did not find any significant relationships between reading comprehension achievement and the total degree of involvement by all or either parents, teacher, and students on the learning compact. When specific parental involvement variables were examined, however, some differences among the groups emerged. A significant positive association was found between the degree of homework involvement and achievement while a significant negative relationship was found between the level of parental support and reading achievement. Parents' answers to the open-ended questions indicated that almost forty percent (38.8) of them would like less demands on parents or changes made in the school climate. The usefulness of an unidimensional index of parental involvement is called into question and the results are discussed within the context of instructional implications.en_US
dc.publisherVirginia Techen_US
dc.relation.haspartetd.pdfen_US
dc.rightsI hereby grant to Virginia Tech or its agents the right to archive and to make available my thesis or dissertation in whole or in part in the University Libraries in all forms of media, now or hereafter known. I retain all proprietary rights, such as patent rights. I also retain the right to use in future works (such as articles or books) all or part of this thesis or dissertation.en_US
dc.subjectEducationen_US
dc.subjectParental Involvementen_US
dc.subjectAchievementen_US
dc.subjectHome-School Collaborationen_US
dc.titleEffects of Home-School Collaboration and Different Forms of Parent Involvement On Reading Achievementen_US
dc.typeDissertationen_US
dc.contributor.departmentStudent Personnel Servicesen_US
dc.description.degreeEd. D.en_US
thesis.degree.nameDoctor of Educationen_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineStudent Personnel Servicesen_US
dc.contributor.committeechairHohenshil, Thomas H.en_US
dc.contributor.committeememberMcGrady, Harold J.en_US
dc.contributor.committeememberCarruth, Bruceen_US
dc.contributor.committeememberRogers, Cosby Steeleen_US
dc.contributor.committeememberFortune, Jimmie C.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-42498-162857/en_US
dc.date.sdate1998-05-05en_US
dc.date.rdate1998-06-23
dc.date.adate1998-06-23en_US


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