Seminar in Applied Theory & Research The Effects of Parents Reading With Their Children on Reading Levels and Reading Achievement in School Alissa Collins Seminar in Applied Theory & Research Education 703.22 Fall 2010 Final Presentation

Table of Contents Abstract Introduction Statement of the Problem Review of Related Literature Statement of Hypothesis Method Participants Instruments Experimental Design Procedure Results Discussion Implications References

Abstract Reading scores have been declining and PS X in Brooklyn has been in the bottom percentage of city schools. Reading achievement needs to be improved in any way and parents may be the key. This action research project encouraged parents to read with their children each night over a six week period. Students and parents were surveyed and WRAP was used to assess reading levels for pre- tests and post-tests. The findings were that participants who responded that they read at home with their parents did have higher reading levels than participants who responded that they don’t read at home with parents. There was no correlation found between parents reporting that they do read with their child and an increase of reading levels during the six week treatment.

Introduction Reading is the basis for all education. Struggling with reading can lead to problems for years to come. Parents have the opportunity to help strengthen their child’s reading skills and achievements by reading with them at home. It is debated if reading in the home holds any benefits for young students and contributes to higher levels of reading achievement.

Statement of the Problem PS X has been performing poorly on school report cards, especially in the area of Student Performance over the last several years. Parents at PS X are uninvolved for several reasons. Students need as much help as possible. Parents can provide additional support in the home.

Review of Related Literature Positive Effect on Reading Ability Reading achievement in school could be predicted by home literacy activities and how frequently these activities occurred. (Scheffner-Hammer, Farkas & Maczuga, 2010) Students who read harder books in a positive atmosphere at home had higher reading achievement than those who did not. (Baker, Macklet, Sonnenschein & Serpell, 2001) Children have the opportunity to be prepared for school at home. Taking texts read in class home helped to improve reading levels and fluency (Hindin &Paratore, 2007)

Review of Related Literature Additional Benefits or “PROS” Shared reading between a parent and a child increases the motivation level and interest in reading for early elementary students. (Otto,1990) Shared reading between a child and parent can positively effect vocabulary and morphological and syntax comprehension. (Senechal, Pagan, Lever & Quellette, 2008) Reading with your child in a positive atmosphere can lead to Higher social and academic achievement later on. (Vandermaas-Peeler, Bumpass & Sassine, 2009)

Review of Related Literature “PROS”- The type of Shared Reading can make a difference Reading storybooks paired with manipulatives lead to longer sentences and more complicated speech in young children. (Kaderavek & Justice, 2005) Students with pre-established basic reading skills who engaged in powerful dialogue after reading with a parent showed an improvement in verbal expression and higher listening comprehension. (Lonigan, Anthony, Bloomfield, Dryer & Samuel, 1999)

Review of Related Literature Effects on students with Special Needs (High Risk, Low SES, ESL & ELL) Children with low pre-literacy skills improve reading behaviors but not comprehension after reading with a parent. (Curenton, 2008) In a comparision of high risk and low risk students only low risk students advanced in letter/sound recognition after reading with a parent. (Laasko, Poikkeus, Eklund, Lyytinen, 2004) Children with reading disabilities are not affected by home literacy practices. (Fontina, Morris & Sevcik, 2005) Low-Level students who participated in the Fast Start Reading Program showed more improvement in reading than low-level students in their grade who did not participate. (Rasinski, 2005) Reading at home in your native language can improve vocabulary acquisition in English. (Roberts, 2008) Mothers in disadvantaged communities want information and can have positive reading behaviors and attitudes. (Morgan, 2005)

Review of Related Literature What if it doesn’t make a difference? CONS Students who have more books at home do have higher reading levels and scores than students with less books but this is because their parents have higher levels of education and stronger work ethics. (Dubner & Levitt, 2005) United States Department of Education Junior High School students benefit more from reading at school than they do from reading at home. (Taylor, Frye, & Maruyama, 1990)

Statement of Hypothesis HR1: Reading with a parent every night for 20 minutes, over a six week period will improve the independent reading levels in school by at least one for 18 3rd grade students attending PS X, a Title 1 funded school in Brooklyn, NY.

Method Participants 18 third grade students in CTT class 4 students who have an IEP (3 boys and 1 girl) 2 students who have been held over (1 boy and 1 girl – both who have an IEP – held over in previous grades) 2 students who receive ESL services 12 students stay for Extended Day program

Instruments Letters & Instructions to Parents Reading Survey (Likert Scale) Student Interview Parent Survey Pre-Test & Post-Test (WRAP)

Pre-Experimental Design One- Group Pretest-Posttest Design Research Design Pre-Experimental Design One- Group Pretest-Posttest Design Symbolic Design: OXO Pretest =o Treatment = x Posttest = o

Threats to Validity Internal Validity External Validity History Maturation Instrumentation Mortality Rate Differential Selection of Subjects Selection-Maturation Interaction External Validity Generalizable Conditions Selection-Treatment Interaction Experimenter Effects Hawthorne Effects Novelty Effects

Procedure Post-Treatment Pre-Treatment September- October 2010 Parent Meeting & Letters Pre-Test using WRAP Student Reading Surveys Student Interviews Post-Treatment November 2010 Post-Test Using WRAP Parent Surveys Data Analysis

Results - Summary No Correlations Found Six out of 18 students went up one reading level, or 1/3 of the class. One student went down one reading level. Pre-test nine students were in 3rd grade range. Post-test 11 students were in 3rd grade range. Student Interview 10 students responded they read with parent. Parent survey 12 parents responded with at least “I agree” to statement – I read with my child. No Correlations Found Correlation between student interviews and post-test reading level = 0.18 Correlation between parent responses and post-test reading level = 0.31 Correlation between parent responses and change in reading level between pre-test and post-tests = -0.09.

Six students increased one level One student decreased one level Results Six students increased one level One student decreased one level

Results rxy = 0.18

Results rxy = 0.31

Results rxy = 0.09

Discussion Results do not support hypothesis as there is no correlation between parents reading with their children and increased reading levels. However…. After reading intervention in the home reading levels for 1/3 of participants did improve. Researcher cannot conclude that improvement was due to intervention. After Post-Test 10 participants were performing at grade level for reading. 8 of these participants had parents that responded they agree with the statement “I read with my child.”

Implications Researcher still believes parents need to read with their children A longer study should be done. (Six weeks was not a long enough time) Research needs to be conducted in a way to ensure parents are actually reading during intervention and not just recording that they are on reading logs.

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