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Citation:Smith, B. B. (1998). Effects of home-school collaboration and different forms of parent involvement on reading achievement. Unpublished Ed.D. Dissertation, Virginia Polytechnic Institute and State University. ED432744.

The purpose of this study is to assess whether there is an association between the degree of parentsÕ engagement with the activities on a parent/teacher/student learning compact and the Iowa Test of Basic Skills (ITBS) reading comprehension achievement of fourth grade Title 1 students. The study also examines the relationship of various types of parental involvement with reading achievement. The study did not find that high compliance with the activities on a learning compact was positively reflected in students' reading comprehension scores. However, using a chi-square analysis, it was found that there is a significant association between levels of parent involvement in homework and levels of reading achievement on the ITBS. A significant, but negative, association was found on the fall ITBS between lowest parental support in the school and higher reading achievement. No significant relationships were found on the spring ITBS reading test or in gain scores. Authors note because the study was limited to fourth grade Title 1 reading students in a rural setting who were reading below grade level and attended schools at which a preponderance of students were from low-income families, the sample did not meet the assumptions of normalcy. Therefore, results cannot be generalized to the general population.

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