Deandra Henderson

Seminar in Applied Theory & Research II

Ed. 703.22 – Spring 2010

Introduction-Statement of the Problem-Review of the Related Literature-Statement of the HypothesisMethod-Participants-Instruments-Experimental Design (Threats to Validity)-ProcedureResults-Correlation Graphs/ChartsDiscussionImplications

Statement of the Problem

Parents need to participate and encourage literacy within the home to their children at an early age to set a sturdy foundation for literacy success.

44 million adults in the U.S. can't read well enough to read a simple story to a child.

Children are more ample to practice as we “do” then do as we “say”.

Review of Related Literature- “…the amount of talk and the guidance style

that parents use with their children have also been related to later language and cognitive development. (Hart & Risley, 1995; Walker, Greenwood, Hart, & Carta, 1994).

- “Home literacy contributes to children’s vocabulary growth” (Senechal 1996)

“As parents read books with their children, they introduce conventions governing reading, (Snow & Nino, 1986)

“informal teaching activities (e.g., teaching reading, letters, or printing) taking place at home were significantly associated with better letter-name and letter-sound knowledge (Evans et al., 2000)

Children as well as adults need to see literacy in terms of pleasure and significance. Ryan, S. (2000, December 1). The Value of Early Literacy and Parental Involvement

Theorist POV: Lev Vygotsky *Parents are children’s biggest and best role

model…Social interaction plays a fundamental role in

the development of cognitionChildren learn through their interactions with

surrounding culture.Children can do more with the help and

guidance of an adult or other person more experienced, than they can do by themselves

- “..parent involvement is correalted with higher student academic achievement, better student attendace, and more positive student and parent attitudes toward education”. (Eccles & Harold, 1996; Epstein & Dauber, 1991; Griffith, 1998; Henderson, 1987)

- “Attempts to increase parent involvement have become a regular feature of federal, state, and local education policies (Chrispeels, 1991; D’Angelo & Adler, 1991; Epstein, 1991)

Statement of the Hypothesis

HR1: 12 Students at P.S. ABC will demonstrate excitement and enthusiasm towards literacy once they witness their parents take part in the “Mystery Reader” literacy program that takes place over 3 months.

Participants: - Kindergarten Class 12 Students12 Mystery reader Parents- Lower to Middle class- Public School, 691 Students (Brooklyn, NY)

Instruments- “Mystery Reader Program”- Parents

-Consent form to Principal & Teacher-Consent forms to Parents

- Pre- Surveys & Post Survey

Experimental Design

- Quasi Experimental: Nonequivalent Control Group Design.

- Two groups that will not be randomly assigned. Groups will be exposed to a treatment (X) and later post tested (O).

- There will be one treatment administered for both groups (X1 & X2)

- SYMBOLIC DESIGN: OX1O & OX2O

Threats to Internal Validity* History* Instrumentation * Mortality* Selection – Maturation Interaction

Threats to External Validity * Ecological Validity

* Selection-Treatment Interaction* Multiple Treatment* Experimenter Effects* Reactive arrangements/participants effects

Procedure- Research conducted Feb- April 2010- 12 Pre-Surveys administered to students- 12 Parents participate in “Mystery Reader”

program over 3 months.12 Post Surveys administered to parents & students

Mystery Reader program had a positive affect on the students attitude’s towards reading.

The more parents were involved in their children’s literacy; the more interest and enthusiasm the children had in literacy.

There is a strong relationship between parent involvement and literacy achievement

Parents & students loved the Mystery Reader program.

*Students of parents who participated in Program had an overall better attitude towards reading

Post Survey* With a correlation coefficient of rxy= 0.70.

students read more at home when their parents participated in the “Mystery Reader” Program.

12 students demonstrated an extreme sense of excitement and enthusiasm towards reading after parents were actively involved in literacy program

Students are excited about learning with their parents.

More reading occurred and overall home involvement after the Mystery Reader program.

Students look forward to parental interaction with their learning.

Larger sample sizeVariations of parental involvementOther measures of parental involvement and

literacy achievementLonger term study

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