The Effect of Parent-Involved Reading Activities On Primary School Students’ Reading Comprehension Skills, Reading Motivation, and Attitudes Towards Reading
Keywords:
Parental involvement, parent-involved reading, reading comprehension, reading motivation, attitudes towards readingAbstract
The purpose of this study is to examine the effect of parent-involved reading activities on elementary fourth graders’ reading comprehension skills, reading motivation, and attitudes towards reading. Employing a pretest-posttest quasi-experimental design with a paired control group, data were collected from a total of 100 fourth graders studying in two different primary schools. The findings showed that there were significant differences between the experimental group and the control group, meaning that the parent-involved reading activities developed by the researchers had a positive effect on the students’ reading comprehension, reading motivation, and attitudes towards reading. This research contributed to previous body of research regarding the impact of family involvement on academic achievement and affective factors. Various suggestions were offered to policymakers, researchers and practitioners.
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References
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Akyol, H. (2006). Turkish Learning Methods. Ankara: Kök Yayıncılık.
Bailey, T. (2017). The impact of parental ınvolvement on student success: school and family partnership from the perspective of students [Unpublished doctoral dissertation]. Kennesaw State University.
Baker, L. (2003). The role of parents in motivation struggling readers. Reading & Writing Quarterly, 19(1), 87-106. doi:10.1080/10573560308207.
Baker, L., Scher, D., & Mackler, K. (1997). Home and family influences on motivations for reading. Educational Psychologist, 32(2), 69-82.
Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of social and clinical psychology, 4(3), 359-373.
Baysal, A. C. (1981). Sosyal ve örgütsel psikolojide tutumlar. İstanbul: Yalçın Ofset Matbaası.
Bloom, B. S. (1995). İnsan nitelikleri ve okulda öğrenme (Çev: D. A. Özçelik). İstanbul: Milli Eğitim Bakanlığı Yayınları.
Bond, A. E. (2011). The relationship between reading comprehension and parent support (Doctoral dissertation). Retrieved from https://proquest.com (Dissertation No. 3478429).
Bradley, M. (2016). What is reading got to do with it?. Reading Improvement, 53(3), 107-113.
Brasel, Y. (2008). The relationship between parental involvement and reading comprehension performance of English language learners (Doctoral dissertation). Retrieved from https://proquest.com (Dissertation No. 3297168).
Bulduk, S. (2003). Psikolojide Deneysel Araştırma Yöntemleri. İstanbul: Çantay Kitabevi.
Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
Capotosto, L., Kim, J. S., Burkhauser, M. A., Oh Park, S., Mulimbi, B., Donaldson, M., & Kingston, H. C. (2017). Family support of third grade reading skills, motivation, and habits. AERA Open, 3(3), 1-16.
Coleman, B., & McNeese, M. N. (2009). From home to school: The relationship among parental involvement, student motivation, and academic achievement. International Journal of Learning, 16(7), 459-470.
Cotton, K., & Wikelund, K. R. (2001). School improvement research series: Parental involvement in education. Northwest Regional Educational Laboratory. http://educationnorthwest.org/webfm_send/567 (accessed October 12, 2019).
Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, CA: Sage.
Durualp, E., & Çiçekoğlu, P. (2013). 6-8. A Study on Students’ Attitudes towards Reading in terms of Some Variables at 6-8 Grade Level. Journal of Çankırı University Social Sciences Institute, 4(1), 159-174.
Epçaçan, C. (2018). An assessment the effect of reading and reading comprehension skills on the teaching process. Electronic Turkish Studies, 13(19), 615-630.
Epstein, J. (2018). School, family, and community partnerships, student economy edition: Preparing educators and improving schools. New York: Routledge.
Epstein, J. L. (1995). School/family/community partnerships. Phi Delta Kappan, 76, 701–702.
Epstein, J. L. (2001). School, family, and community partnerships. Boulder, CO: Westview Press.
Epstein, J. L., & Sanders, M. G. (2000). Connecting home, school, and community: New directions for social research. In M. Hallinan (Ed.), Handbook of sociology of education (pp. 285–306). New York, NY: Plenum.
Forman, B.R., D.J. Francis, J.M. Fletcher, C. Schatschneider, & P. Mehta. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90 (1), 37–55.
Freebody, P. (2004). Foreword. In A. Healy & E. Honan (Eds.), Text next: New resources for literacy learning (pp. 3-17). Newtown, New South Wales: Primary English Teaching Association.
Gibbons, A.C. (2003). Effects of the physical classroom environment on the reading attitudes of fourth graders [Unpublished doctoral dissertation]. University of Houston
Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research, (pp. 403-422). New York & London: Routledge.
Hidi, S. (2000). An interest researcher’s perspective: The effects of extrinsic and intrinsic factors on motivation. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 309-339). San Diego, CA: Academic Press.
Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740-763.
Hughes-Hassell, S. & Lutz, C. (2006). What do you want to tell us about reading? A surey of the habits and attitudes of urban middle school students toward leisure reading. Young Adult Library Services, 4(2), 39-45.
Janes, J. L. (2008). Families, motivation, and reading: Pre-adolescent students and their reading motivation and family reading habits. [Unpublished master’s thesis]. Iowa State University.
Jeynes, W. H. (2005). A Meta-analysis of the Relation of Parental Involvement to Urban Elementary School Student Academic Achievement. Urban Education, 40(3): 237–269.
Kaldan Sabak, E. (2007). Economic and demografic factors that affect the 3rd grade primary school students`reading comprehension skill in Turkish class [Unpublished master’s thesis]. Gaziantep University.
Kocaarslan, M. (2016). Adaptation of Reading Attitude Survey with Garfield Picture for 1-6th Grade Students to Turkish. Elementary Education Online, 15(4), 1217-1233.
Kreitner, R. (1995). Management (6th ed.). Boston: Houghton Mifflin Company.
Lee, J., & Bowen, N. K. (2006). Parent involvement, cultural capital, and the achievement gap among elementary school children. American Educational Research Journal, 43(2), 193–218.
Loera, G., Rueda, R., & Nakamoto, J. (2011). The association between parental involvement in reading and schooling and children's reading engagement in Latino families. Literacy Research and Instruction, 50(2), 133-155.
Luma, S. (2002). Research on improving reading skills and habits of seventh grade primary school students. [Unpublished master’s thesis]. Gazi University.
Marshal, J. K. (1992). The effects of reciprocal teaching with a group recognition structure on fifth grades’ reading comprehension achievement and attitudes toward reading. . [Unpublished master’s thesis]. Retrieved from https://proquest.com (Thesis No.3593550).
McCarthy, S. J., & Moje, E. B. (2002). Identity matters. Reading Research Quarterly, 37(2), 228-238.
McKenna, M. C., & D.J. Kear (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43(8), 626–39.
McKenna, M. C., Kear, D. J., & Ellsworth, R. A. (1995). Children's attitudes toward reading: A national survey. Reading Research Quarterly, 30(4), 934-956.
Millard, E. (1997). Differently literate: Gender identity and the construction of the developing reader. Gender & Education, 9(1), 31-48.
Mraz, M., & Rasinski, T. (2007). Summer reading loss. The Reading Teacher, 60(8), 784-789.
Okpala, C. O., Okpala, A. O., & Smith, F. E. (2001). Parental involvement, instructional expenditures, family socioeconomic attributes, and student achievement. The Journal of Educational Research, 95(2), 110-115.
Özbay, M. (2009). Anlama teknikleri I: Okuma eğitimi. Ankara: Öncü Basımevi.
Partin, K., & Hendricks, C. G. (2002). The relationship between positive adolescent attitudes toward reading and home literary environment. Reading Horizons: A Journal of Literacy and Language Arts, 43(1), 61–84.
Pavalache-Ilie, M., & Ţîrdia, F. A. (2015). Parental involvement and intrinsic motivation with primary school students. Procedia-Social and Behavioral Sciences, 187(1), 607-612.
Riggins-Newby, C. G. (2003). Families as partners. The Education Digest, 68(8), 23.
Senechal, M., & Young, L. (2008). The effect of family literacy interventions on children’s acquisition of reading from kindergarten to grade 3. Review of Educational Research, 78(4), 880-907.
Smith, M. C. (1992, October). Differences in the everyday reading practices of gifted and non-gifted adolescents: Report from a pilot study. Annual Meeting of the Midwestern Educational Research Association, Chicago, IL.
Snow, C. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Santa Monica: Rand Corporation.
Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. United States: Pearson Education.
Tonn, J. L., & Wailheiser, M. (2007). Keeping in touch. Education Week, 24(39), 30-33. doi: 10.1080/03601270701363877.
Topor, D. R., Keaner S. P., Shelton T. L., & Calkins. S. D. (2010). Parent involvement and student academic performance: A multiple mediational analysis. Journal of Prevention & Intervention in the Community, 38(3), 183-197.
Ünal, E. (2006). The relation between primary school students critical reading skills and ability of reading understanding and their attitudes towards reading [Unpublished master’s thesis]. Eskişehir Osmangazi University.
Unal, F. T., & Yigit, A. (2014). The effect of the family on the formation of reading culture in children. International Journal of Language Academy, 2(4), 308-322.
Unrau, N., & Schlackman, J. (2006). Motivation and its relationship with reading achievement in an urban middle school. The Journal of Educational Research, 100(2), 81-101.
Vaughan, G., & Hogg, M. (2005). Introduction to social psychology (4th ed.). French Forest, NSW: Pearson Education Australia
Vygotsky, L. V. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wigfield, A., & Guthrie, J. T. (1997). Relations of children's motivation for reading to the amount and breadth or their reading. Journal of educational psychology, 89(3), 420.
Wigfield, A., & Tonks, S. (2004). The development of motivation for reading and how it is influenced by CORI. In J. T. Guthrie, A. Wigfield, & K. C. Perencevich (Eds.), Motivating reading comprehension: Concept-oriented reading instruction (pp. 249-272). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.
Yıldız, M. (2010). The relationship between 5th graders? reading comprehension, reading motivation, and reading habits [Unpublished doctoral dissertation]. Gazi University.
Yılmaz, M., & Köksal, K. (2008). The Effect of Repeated Reading Method on Reading Comprehension. Milli Eğitim, 37(179), 51-65.
York, L. M. (2006). The effects of parent involvement on the reading achievement and reading engagement of students participating in a balanced reading curriculum [Unpublished doctoral dissertation]. University of Nebraska at Omaha.
Akkaya, N., & Özdemir, S. (2013). An Investigation of High School Students’ Attitudes towards Reading (İzmir-Buca Sample). Bartın Üniversitesi Eğitim Fakültesi Dergisi, 2(1), 75-96.
Akyol, H. (2006). Turkish Learning Methods. Ankara: Kök Yayıncılık.
Bailey, T. (2017). The impact of parental ınvolvement on student success: school and family partnership from the perspective of students [Unpublished doctoral dissertation]. Kennesaw State University.
Baker, L. (2003). The role of parents in motivation struggling readers. Reading & Writing Quarterly, 19(1), 87-106. doi:10.1080/10573560308207.
Baker, L., Scher, D., & Mackler, K. (1997). Home and family influences on motivations for reading. Educational Psychologist, 32(2), 69-82.
Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of social and clinical psychology, 4(3), 359-373.
Baysal, A. C. (1981). Sosyal ve örgütsel psikolojide tutumlar. İstanbul: Yalçın Ofset Matbaası.
Bloom, B. S. (1995). İnsan nitelikleri ve okulda öğrenme (Çev: D. A. Özçelik). İstanbul: Milli Eğitim Bakanlığı Yayınları.
Bond, A. E. (2011). The relationship between reading comprehension and parent support (Doctoral dissertation). Retrieved from https://proquest.com (Dissertation No. 3478429).
Bradley, M. (2016). What is reading got to do with it?. Reading Improvement, 53(3), 107-113.
Brasel, Y. (2008). The relationship between parental involvement and reading comprehension performance of English language learners (Doctoral dissertation). Retrieved from https://proquest.com (Dissertation No. 3297168).
Bulduk, S. (2003). Psikolojide Deneysel Araştırma Yöntemleri. İstanbul: Çantay Kitabevi.
Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
Capotosto, L., Kim, J. S., Burkhauser, M. A., Oh Park, S., Mulimbi, B., Donaldson, M., & Kingston, H. C. (2017). Family support of third grade reading skills, motivation, and habits. AERA Open, 3(3), 1-16.
Coleman, B., & McNeese, M. N. (2009). From home to school: The relationship among parental involvement, student motivation, and academic achievement. International Journal of Learning, 16(7), 459-470.
Cotton, K., & Wikelund, K. R. (2001). School improvement research series: Parental involvement in education. Northwest Regional Educational Laboratory. http://educationnorthwest.org/webfm_send/567 (accessed October 12, 2019).
Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, CA: Sage.
Durualp, E., & Çiçekoğlu, P. (2013). 6-8. A Study on Students’ Attitudes towards Reading in terms of Some Variables at 6-8 Grade Level. Journal of Çankırı University Social Sciences Institute, 4(1), 159-174.
Epçaçan, C. (2018). An assessment the effect of reading and reading comprehension skills on the teaching process. Electronic Turkish Studies, 13(19), 615-630.
Epstein, J. (2018). School, family, and community partnerships, student economy edition: Preparing educators and improving schools. New York: Routledge.
Epstein, J. L. (1995). School/family/community partnerships. Phi Delta Kappan, 76, 701–702.
Epstein, J. L. (2001). School, family, and community partnerships. Boulder, CO: Westview Press.
Epstein, J. L., & Sanders, M. G. (2000). Connecting home, school, and community: New directions for social research. In M. Hallinan (Ed.), Handbook of sociology of education (pp. 285–306). New York, NY: Plenum.
Forman, B.R., D.J. Francis, J.M. Fletcher, C. Schatschneider, & P. Mehta. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90 (1), 37–55.
Freebody, P. (2004). Foreword. In A. Healy & E. Honan (Eds.), Text next: New resources for literacy learning (pp. 3-17). Newtown, New South Wales: Primary English Teaching Association.
Gibbons, A.C. (2003). Effects of the physical classroom environment on the reading attitudes of fourth graders [Unpublished doctoral dissertation]. University of Houston
Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research, (pp. 403-422). New York & London: Routledge.
Hidi, S. (2000). An interest researcher’s perspective: The effects of extrinsic and intrinsic factors on motivation. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 309-339). San Diego, CA: Academic Press.
Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740-763.
Hughes-Hassell, S. & Lutz, C. (2006). What do you want to tell us about reading? A surey of the habits and attitudes of urban middle school students toward leisure reading. Young Adult Library Services, 4(2), 39-45.
Janes, J. L. (2008). Families, motivation, and reading: Pre-adolescent students and their reading motivation and family reading habits. [Unpublished master’s thesis]. Iowa State University.
Jeynes, W. H. (2005). A Meta-analysis of the Relation of Parental Involvement to Urban Elementary School Student Academic Achievement. Urban Education, 40(3): 237–269.
Kaldan Sabak, E. (2007). Economic and demografic factors that affect the 3rd grade primary school students`reading comprehension skill in Turkish class [Unpublished master’s thesis]. Gaziantep University.
Kocaarslan, M. (2016). Adaptation of Reading Attitude Survey with Garfield Picture for 1-6th Grade Students to Turkish. Elementary Education Online, 15(4), 1217-1233.
Kreitner, R. (1995). Management (6th ed.). Boston: Houghton Mifflin Company.
Lee, J., & Bowen, N. K. (2006). Parent involvement, cultural capital, and the achievement gap among elementary school children. American Educational Research Journal, 43(2), 193–218.
Loera, G., Rueda, R., & Nakamoto, J. (2011). The association between parental involvement in reading and schooling and children's reading engagement in Latino families. Literacy Research and Instruction, 50(2), 133-155.
Luma, S. (2002). Research on improving reading skills and habits of seventh grade primary school students. [Unpublished master’s thesis]. Gazi University.
Marshal, J. K. (1992). The effects of reciprocal teaching with a group recognition structure on fifth grades’ reading comprehension achievement and attitudes toward reading. . [Unpublished master’s thesis]. Retrieved from https://proquest.com (Thesis No.3593550).
McCarthy, S. J., & Moje, E. B. (2002). Identity matters. Reading Research Quarterly, 37(2), 228-238.
McKenna, M. C., & D.J. Kear (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43(8), 626–39.
McKenna, M. C., Kear, D. J., & Ellsworth, R. A. (1995). Children's attitudes toward reading: A national survey. Reading Research Quarterly, 30(4), 934-956.
Millard, E. (1997). Differently literate: Gender identity and the construction of the developing reader. Gender & Education, 9(1), 31-48.
Mraz, M., & Rasinski, T. (2007). Summer reading loss. The Reading Teacher, 60(8), 784-789.
Okpala, C. O., Okpala, A. O., & Smith, F. E. (2001). Parental involvement, instructional expenditures, family socioeconomic attributes, and student achievement. The Journal of Educational Research, 95(2), 110-115.
Özbay, M. (2009). Anlama teknikleri I: Okuma eğitimi. Ankara: Öncü Basımevi.
Partin, K., & Hendricks, C. G. (2002). The relationship between positive adolescent attitudes toward reading and home literary environment. Reading Horizons: A Journal of Literacy and Language Arts, 43(1), 61–84.
Pavalache-Ilie, M., & Ţîrdia, F. A. (2015). Parental involvement and intrinsic motivation with primary school students. Procedia-Social and Behavioral Sciences, 187(1), 607-612.
Riggins-Newby, C. G. (2003). Families as partners. The Education Digest, 68(8), 23.
Senechal, M., & Young, L. (2008). The effect of family literacy interventions on children’s acquisition of reading from kindergarten to grade 3. Review of Educational Research, 78(4), 880-907.
Smith, M. C. (1992, October). Differences in the everyday reading practices of gifted and non-gifted adolescents: Report from a pilot study. Annual Meeting of the Midwestern Educational Research Association, Chicago, IL.
Snow, C. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Santa Monica: Rand Corporation.
Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. United States: Pearson Education.
Tonn, J. L., & Wailheiser, M. (2007). Keeping in touch. Education Week, 24(39), 30-33. doi: 10.1080/03601270701363877.
Topor, D. R., Keaner S. P., Shelton T. L., & Calkins. S. D. (2010). Parent involvement and student academic performance: A multiple mediational analysis. Journal of Prevention & Intervention in the Community, 38(3), 183-197.
Ünal, E. (2006). The relation between primary school students critical reading skills and ability of reading understanding and their attitudes towards reading [Unpublished master’s thesis]. Eskişehir Osmangazi University.
Unal, F. T., & Yigit, A. (2014). The effect of the family on the formation of reading culture in children. International Journal of Language Academy, 2(4), 308-322.
Unrau, N., & Schlackman, J. (2006). Motivation and its relationship with reading achievement in an urban middle school. The Journal of Educational Research, 100(2), 81-101.
Vaughan, G., & Hogg, M. (2005). Introduction to social psychology (4th ed.). French Forest, NSW: Pearson Education Australia
Vygotsky, L. V. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wigfield, A., & Guthrie, J. T. (1997). Relations of children's motivation for reading to the amount and breadth or their reading. Journal of educational psychology, 89(3), 420.
Wigfield, A., & Tonks, S. (2004). The development of motivation for reading and how it is influenced by CORI. In J. T. Guthrie, A. Wigfield, & K. C. Perencevich (Eds.), Motivating reading comprehension: Concept-oriented reading instruction (pp. 249-272). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.
Yıldız, M. (2010). The relationship between 5th graders? reading comprehension, reading motivation, and reading habits [Unpublished doctoral dissertation]. Gazi University.
Yılmaz, M., & Köksal, K. (2008). The Effect of Repeated Reading Method on Reading Comprehension. Milli Eğitim, 37(179), 51-65.
York, L. M. (2006). The effects of parent involvement on the reading achievement and reading engagement of students participating in a balanced reading curriculum [Unpublished doctoral dissertation]. University of Nebraska at Omaha.
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Published
2022-04-28
How to Cite
Çalışkan, E. F., & Ulaş, A. H. (2022). The Effect of Parent-Involved Reading Activities On Primary School Students’ Reading Comprehension Skills, Reading Motivation, and Attitudes Towards Reading. International Electronic Journal of Elementary Education, 14(4), 509–524. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/1747
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