ADVANCING RESEARCH, IMPROVING EDUCATION                               

The National Center for Family and Community Connections with Schools

Supporting School, Family, and Community Connections to Increase School Success

About the Center

Connection Collection

Annotation from the Connection Collection

You are viewing a record from the Connection Collection, a searchable annotated bibliography database. It links you with research-based information that you can use to connect schools, families, and communities.

Title:How parental involvement makes a difference in reading achievement
Author:Anderson, S. A.
Resource Type:Journal Article
Reading Improvement,

pp. 61-86
Education Level:Elementary
Literature type:Research and Evaluation

In this case study, the researcher wonders, "what parents are doing, if they are aware of their children's abilities, and if they are helping at home at all." She explores the idea that if parents and teachers work together to improve reading, it will make a difference. Pre-test results on the Gates-MacGinitie indicated that the students' comprehension mean was 1.5. After 6 weeks, posttest results on the Gates-MacGinitie showed 85% of the students improved in vocabulary, and 90% improved in reading comprehension, although 75% of the parents did not participate. The study took place in spring, 1999, in a St. Louis City public elementary school in which 100% of the student population is African American and 95% received federally funded free breakfast and lunch. The study included 30 second graders in four different classrooms who daily received 45 minutes of reading assistance in a Chapter I remedial reading program. To establish a baseline, students were pre-tested in vocabulary and reading comprehension with the Gates-MacGinitie reading test. After the preliminary data collection, parents were requested to assist their children with reading one evening per week for six weeks. A phone questionnaire queried parents about their and their children's attitudes about reading. The author attributed the low vocabulary scores to the students' lack of parental involvement. However, if these children attended early childhood programs since the age of 3 or 4, a lack of teacher involvement in teaching for recognition of initial sounds and identification of common nouns could also be a causal factor.

Suggested Citation Style:

Free Webinar Series
The U.S. Department of Education and its partners invite you to view the archive for the webinar, Bringing it All Together: Family and Community Engagement Policies in Action, which took place on November 16, 2011.

This is the ninth and final webinar in the series, Achieving Excellence and Innovation in Family, School, and Community Engagement.