1. The Effects of Single Parenting on the Literacy Achievement of African-American students The Effects of Single Parenting on the Literacy Achievement of African-American students By Stephanie Bryant

2. Table of Contents Introduction3 Introduction3 –Statement of the Problem 4 –Review of the Literature 5 –Statement of the Hypothesis 10 Methods 11 Methods 11 –Instruments 11 –Experimental Design –Procedure References13 References13 Appendices 18 Appendices 18

3. Introduction There is a vast increase in the number of single parent households. There is a vast increase in the number of single parent households. This change can be accredited to the many factors. This change can be accredited to the many factors. Single parent households are especially prevalent in the African-American community. Single parent households are especially prevalent in the African-American community.

4. Statement of the Problem Children from single parent households are faced with extra burdens that children from two-parent households do not have to face. In an effort to alleviate these stresses, adjustments need to be made. Children from single parent households are faced with extra burdens that children from two-parent households do not have to face. In an effort to alleviate these stresses, adjustments need to be made.

5. Review of Related Literature Single Parent Households Do Affect Student Achievement Single Parent Households Do Affect Student Achievement –Pros: Parents who are involved in their student’s academic career help to increase the student’s academic achievement Epstein & Dauber (1991) ; Zellman & Waterman (1998); Hawes & Plourde (2000); Senechal & LeFevre (2002, March-April) ; Ricciuth (2004, March/April) ; England, Luckner, Whaley, Egeland (2004); Amato (2005); Driessen, Smit, & Sleegers (2005, August); Jeynes (2005, Summer) ; Houtenville & Conway (2008). Epstein & Dauber (1991) ; Zellman & Waterman (1998); Hawes & Plourde (2000); Senechal & LeFevre (2002, March-April) ; Ricciuth (2004, March/April) ; England, Luckner, Whaley, Egeland (2004); Amato (2005); Driessen, Smit, & Sleegers (2005, August); Jeynes (2005, Summer) ; Houtenville & Conway (2008).

6. Review of Literature cont’d Single Parent Households Do Not Affect Student Achievement Single Parent Households Do Not Affect Student Achievement –Cons: Single parent households do not play a role in student’s academic achievement, but other factors such as student’s motivational level play a role in student’s academic achievement Iverson, Brownlee, & Walberg (1981); Dominia (2005, July); Debell (2008); Sojourner & Kushner (1997). Iverson, Brownlee, & Walberg (1981); Dominia (2005, July); Debell (2008); Sojourner & Kushner (1997).

7. Current Educational Strategies There are some strategies being implemented in schools to help single parent households increase the academic achievement of their children. These include: There are some strategies being implemented in schools to help single parent households increase the academic achievement of their children. These include: –Training parents on how to conduct reading instruction at home ( Faires, Nichols, & Ricklman, 2000).

8. Current Education Strategies cont’d –Having teachers implement strategies such as maintaining a positive relationship with parents. maintaining a positive relationship with parents. having active parents spread the word to other parents to alleviate the educational barrier that African-American parents when dealing with their child’s teacher (Neuman, Hagedorn, Celano, & Daly, 1995Trotman, 2001). having active parents spread the word to other parents to alleviate the educational barrier that African-American parents when dealing with their child’s teacher (Neuman, Hagedorn, Celano, & Daly, 1995 ; Trotman, 2001). –Having schools implement strategies that exhibit themes of empowerment, outreach, and indigenous resources ( Abdul-Adil & Farmer Jr. 2006). exhibit themes of empowerment, outreach, and indigenous resources ( Abdul-Adil & Farmer Jr. 2006).

9. Parental Involvement Theorists Epstein Epstein –Six types of Parental Involvement Walberg Walberg –Parents and Schools need to Cooperate Hoover-Dempsey Hoover-Dempsey –Defined at-home and in-school involvement

10. Statement of Hypothesis H R 1 H R 1 – Implementing the shared reading strategy with twenty-two African-American third-grade students from non-intact (single) parent households over a six week period will help students at P.S. X will increase their reading and writing achievement on the practice New York State English Language Arts Examination.

11. Method Participants (N) Participants (N) –Twenty-five third students Twenty-two African American Twenty-two African American Three Latino American Three Latino American Thirteen African American students from non-intact households Thirteen African American students from non-intact households –Working Class Families –Public School in Brooklyn, NY

12. Method cont’d Instrument (s) Instrument (s) –Demographic Survey –Literacy Surveys Student and Parent Student and Parent –New York State English Language Arts practice Exams Experimental Design Experimental Design Procedure Procedure

13. References Abdul-Adil J. K., & Farmer Jr., A. D. (2006). Inner-city african-american parental involvement in elementary schools: Getting beyond urban legends of apathy. involvement in elementary schools: Getting beyond urban legends of apathy. Retrieved September 18, 2009 from ERIC database. (ERIC Document Reproduction Service No. EJ744414). Retrieved September 18, 2009 from ERIC database. (ERIC Document Reproduction Service No. EJ744414). Amato, P. (2005). The impact of family formation change on the cognitive, social, and emotional well-being of the next generation. Retrieved on October 3, 2009 from and emotional well-being of the next generation. Retrieved on October 3, 2009 from ERIC database. (ERIC Document Reproduction Service No. EJ795852). ERIC database. (ERIC Document Reproduction Service No. EJ795852). Battle, J. & Coates, D. L. (2004, Autumn). Father-only and mother only, single-parent family status of black girls and achievement in grade twelve and at two-years post high family status of black girls and achievement in grade twelve and at two-years post high school. The Journal of Negro Education, 73 (4), 392-407. Retrieved October 21, 2009, from http://www.jstor.org/stable/4129624. school. The Journal of Negro Education, 73 (4), 392-407. Retrieved October 21, 2009, from http://www.jstor.org/stable/4129624. Baumann, J.E., & Thomas, D. (1997, October). If you can pass momma’s tests then she knows you’re getting your education”: A case study of support for literacy learning knows you’re getting your education”: A case study of support for literacy learning within an african american family. The Reading Teacher, 51(2), 108-120. within an african american family. The Reading Teacher, 51(2), 108-120. Retrieved September 25, 2009, from Education Full Text database. Retrieved September 25, 2009, from Education Full Text database. Berendt, P. R., & Koski, B. (1999, March). No shortcuts to success. Retrieved September 18, 2009 from ERIC database. (ERIC Document Reproduction Service No. EJ581571). Brandt, Ron. (1989). On parents and schools: A conversation with joyce epstein. Educational Leadership, 24-27. Retrieved November 6, 2009 from Education Full Text Database. Educational Leadership, 24-27. Retrieved November 6, 2009 from Education Full Text Database. Brody, G.H. & Flor, D. L. (1998, June). Maternal resources, parenting practices, and child competence n rural, single-parent african american families. Child Development, child competence n rural, single-parent african american families. Child Development, 69 (3), 803-816. Retrieved October 21, 2009, from 69 (3), 803-816. Retrieved October 21, 2009, from http://www.jstor.org/stable/1132205. http://www.jstor.org/stable/1132205.

14. References cont’d DeBell, M. (2008). Children living without their fathers: Population estimates and indicators of educational well-being. Social Indicators Research, 87(3), 427-443. indicators of educational well-being. Social Indicators Research, 87(3), 427-443. Retrieved October 3, 2009 from Education Full Text database. Retrieved October 3, 2009 from Education Full Text database. Dominia, T. (2005, July). Leveling the home advantage: Assessing the effectiveness of parental involvement in elementary schools. The Reading Teacher, 51(2), 108-120. parental involvement in elementary schools. The Reading Teacher, 51(2), 108-120. Retrieved September 25, 2009, from Education Full Text database. Retrieved September 25, 2009, from Education Full Text database. Driessen, G., Smit, F. & Sleegers, P. (2005, August). Parental involvement and educational achievement. Taylor &Francis, Ltd., 31 (4), 509-532. educational achievement. Taylor &Francis, Ltd., 31 (4), 509-532. Retrieved September 25, 2009, fromhttp://www.jstor.org/stable/30032581. Retrieved September 25, 2009, fromhttp://www.jstor.org/stable/30032581. England, M. M., Luckner, A. E., Whaley, G. J. L. & Egeland, B. (2004). Children’s achievement in early elementary school: Longitudinal effects of parental involvement, expectations, and quality of assistance. Retrieved September 17, 2009 from ERIC database. (ERIC Document Reproduction Service No. EJ685033). Epstein, J. L. & Dauber, S. L. (1991). School programs and teacher practices of parent involvement in inner-city elementary and middle students. Elementary School Journal, 91(3), 289- 305. Retrieved October 26,2009 from Education Research Complete database. Faires, J., Nichols, W. D., & Ricklman, R. J. (2000). Effects of parental involvement in developing competent readers in first grade. Retrieved October 5, 2009 from ERIC database. (ERIC Document Reproduction Service No. EJ614440). Flowers, L. A. (2007). Recommendations for research to improve reading achievement in african american students. Reading Research Quarterly, 42(3), 424-428. Retrieved October 21, 2009 from Wilson Full Text database. african american students. Reading Research Quarterly, 42(3), 424-428. Retrieved October 21, 2009 from Wilson Full Text database.

15. References cont’d Gonzalez-DeHass, A.,Willems, P. P., Holbein, M. F. D. (2005, June). Examining the relationship between parental involvement and student motivation. Retrieved relationship between parental involvement and student motivation. Retrieved September 17, 2009 from ERIC database. (ERIC Document Reproduction Service No.EJ732429). September 17, 2009 from ERIC database. (ERIC Document Reproduction Service No.EJ732429). Hawes,C. A., & Plourde, L. A. (2000). Parental involvement and its influence on the reading achievement of 6th grade students. Reading Improvement, 47-57. Retrieved September 25, 2009 from Education Full Text database. reading achievement of 6th grade students. Reading Improvement, 47-57. Retrieved September 25, 2009 from Education Full Text database. Houtnville, A. J., & Conway, K. S. (2008). Parental involvement, school resources and student achievement. Retrieved September 18, 2009 from ERIC database. (ERIC Document Reproduction Service No. EJ792701). Jeynes, W. H. (2005, Summer). The effects of parental involvement on the academic achievement of african-american youth. The Journal of Negro Education, 74(3), 260-274. Retrieved September 25, 2009, from http://www.jstor.org/stable/40027432. Iverson, B. K., Brownlee, G. D., & Walberg, H.J. (1981). Parent-teacher contacts and student learning. Retrieved November 6, 2009, from http://www.jstor.org/stable/27539847. Neuman, S. B., Hagedorn, T., Celano, D., & Daly, P. (1995, Winter). Toward a collaborative approach to parent involvement in early education: A study of teenage mothers in an african-american community. Retrieved October 26, 2009, from http://www.jstor.org/stable/1163336.

16. References cont’d Ricciuth, H. N. (2004, March/April). Single parenthood, achievement, and problem behavior in white, black, and hispanic children. Retrieved September 18, 2009 from ERIC database. (ERIC Document Reproduction Service No. EJ698473). behavior in white, black, and hispanic children. Retrieved September 18, 2009 from ERIC database. (ERIC Document Reproduction Service No. EJ698473). Senechal, M., & LeFevre, J. (2002, March-April). Parental involvement in the development of children’s reading skills: A five year longitudinal study. Blackwell Publishing, 73(2), 445-460. Retrieved September 21, 2009, from http://www.jstor.org/stable/3696368. http://www.jstor.org/stable/3696368. Sojourner, J., & Kushner, S.N. (1997, March). Variables that impact the education of african american students: Parental involvement, religious socialization, socioeconomic status, self-concept, and gender. Retrieved November 9, 2009 from ERIC database (ERIC Document Reproduction Service No. ED410326). Sun, Y., & Li, Y. (2007). Racial and ethnic differences in experiencing parents' marital disruption during late adolescence. Retrieved October 3, 2009 from ERIC database. (ERIC Document Reproduction Service No. EJ698473). Trotman, M.F. (2001, Autumn). Involving the african american parent: Recommendations to increase level of parent involvement in african American Families. The Journal of Negro Education, (70), 275-285. Retrieved September 21.2009 from, http://www.jstor.org/stable/3211280. Walberg, H. J. (1984). Families as partners in educational productivity. The Phi Delta Kappan, 65(6), 397-400. Retrieved November 9, 2009 from, http://www.jstor.org/stable/20387056. Zellman, G. L., Waterman, J. M. (1998). Understanding the impact of parent school involvement on children’s educational outcomes. Retrieved October 3, 2009 from ERIC database. (ERIC Document Reproduction Service No. EJ571135).

17. Appendix A Consent form Dear Principal, My name is Stephanie Bryant and I am a graduate student in the Elementary Education department at Brooklyn College. I am currently completing my action research project on The Effects of Single Parent Households on Literacy Achievement. I am writing requesting permission to use a classroom of your students in the third-grade to test the effectiveness of my research project. With your permission, the students from single parent households will be read to utilizing the shared reading approach in addition to the Balanced Literacy program that occurs during the day. I believe that the additional reading that these children will be exposed to will help to increase their overall literacy skills. It is very important that you understand that under no circumstances will the name of your school as well as the children's names be released. All data and information will remain completely confidential. Thank you so much for considering my research project and I look forward to hearing from you soon. Sincerely, Stephanie Bryant

18. Appendix B Demographic Survey Directions: Please select one of the numbers below that best answers the question and place your response on the space provided to the right. Gender: (1) Male or (2)Female ____ Age Range: (1) 8-10 yrs. (2) 11-13 yrs. (3)18-23yrs. (4) 24-30yrs. (5) 31-37 yrs. (6) 38-44yrs (7) 45+yrs. ____ Education Level: (1) Some High School (2) Finished High School ____ (3) Some College (4) Finished College (5) Graduate School (6) Post Graduate Parental Situation: (1) Intact Household (2) Non-Intact Household ____ Racial Background: (1) Caucasian (2) Hispanic ____ (3) African-American (4) Asian(5) Other (6) Mixed Heritage

19. Appendix C Parent Survey Directions: Please select one of the numbers below that best answers the question and place your response on the space provided to the right. 1= Strongly Agree 2= Agree 3= Disagree 4 = Strongly Disagree I help my child with his homework every night. ______ I have a good relationship with my child’s teacher. ______ I am a currently a member of the Parent Teacher Association. ______ I assist my child with his homework at least three nights a week. ______ My child does well in school because of my help. ______ I assist my child with school work only when asked. ______ I am satisfied when my child does his best in school. ______ I read to my child every night. ______ I always attend school functions such as Open House ______ at my child’s school. I read with my child at least three nights a week. ______

20. Appendix D Student Survey Directions: Please select one of the numbers below that best answers the question and place your response on the space provided to the right. 1= Strongly Agree 2= Agree 3= Disagree 4 = Strongly Disagree I read every day. ______ I read independently for 30 minutes everyday. ______ I read independently an hour everyday. ______ I write everyday. ______ I write outside of school three times a week. ______ I write outside of school 30 minutes everyday. ______ I always understand what I am reading. ______ I understand more than half of what I am reading. ______ I enjoy writing. ______ I always ask for help if I do not understand what I am reading. ______