The Impact of Parental Involvement on the Literacy Achievement of Low-Income Pre-Kindergarten Students

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Williams, L. W. (2010). The Impact of Parental Involvement on the Literacy Achievement of Low-Income Pre-Kindergarten Students. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

The focus of this correlational study was to determine whether and to what degree a statistical relationship exists between parental involvement and literacy achievement for pre-kindergarten students from poverty-stricken backgrounds. Secondarily, an independent t-test was used to examine if there was a statistical difference between high and low levels of parental involvement. Finally, to examine the relationship between three aspects (home-based involvement, school-based involvement and home-school conferencing) of parental involvement and academic achievement, a multiple regression test was conducted.For most students, parents are their first teachers so it should come as no surprise that parental involvement is generally accepted to be an educational input that affects student achievement (Yan & Lin, 2005). The common wisdom is that parental involvement and strong schools are inseparable. It is not possible to have one without the other.The study sample included parents or guardians and low-income pre-kindergarten students at an urban pre-kindergarten site. Data were gained through the use of the Family Involvement Questionnaire-Early Childhood (FIQ- Fantuzzo, Munis, and Perry, 2002), Peabody Picture Vocabulary Test - Third Edition (PPVT-III, Dunn & Dunn, 1997) and the Phonological Awareness Literacy Screening PreK (PALS-PreK, Invernizzi, Sullivan, Meier & Swank, 2004).

Details
Author

Williams, LaWanda

Title

The Impact of Parental Involvement on the Literacy Achievement of Low-Income Pre-Kindergarten Students

Physical Description

1 online resource (80 pages) : PDF

Date

2010

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

The focus of this correlational study was to determine whether and to what degree a statistical relationship exists between parental involvement and literacy achievement for pre-kindergarten students from poverty-stricken backgrounds. Secondarily, an independent t-test was used to examine if there was a statistical difference between high and low levels of parental involvement. Finally, to examine the relationship between three aspects (home-based involvement, school-based involvement and home-school conferencing) of parental involvement and academic achievement, a multiple regression test was conducted.For most students, parents are their first teachers so it should come as no surprise that parental involvement is generally accepted to be an educational input that affects student achievement (Yan & Lin, 2005). The common wisdom is that parental involvement and strong schools are inseparable. It is not possible to have one without the other.The study sample included parents or guardians and low-income pre-kindergarten students at an urban pre-kindergarten site. Data were gained through the use of the Family Involvement Questionnaire-Early Childhood (FIQ- Fantuzzo, Munis, and Perry, 2002), Peabody Picture Vocabulary Test - Third Edition (PPVT-III, Dunn & Dunn, 1997) and the Phonological Awareness Literacy Screening PreK (PALS-PreK, Invernizzi, Sullivan, Meier & Swank, 2004).

Genre

doctoral dissertations

Subjects--Topics

Educational leadership

Degree

D.Ed.

Keywords

Literacy Achievement
Low-Income Students
Parental Involvement
Pre-Kindergarten Students

Subject Area

Educational Leadership

Advisor(s)

Lock, Corey

Committee Members

Gretes, John
Ahlgrim-Delzell, Lynn
Marks, Jonathan

Degree Note

Thesis (D.Ed.)--University of North Carolina at Charlotte, 2010.

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Rights Holder Information

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Identifier

Williams_uncc_0694D_10158

Permalink

http://hdl.handle.net/20.500.13093/etd:623