Parental involvement and student success in reading.

1. Parental involvement and student success in reading. Marquita Bailey Ed. 7201T Fall 2011

2. Table of Contents • Experimental Design 3 • Threats to Internal Validity 4-5 • Threats to External Validity 6 • Proposed data analysis 7 • Parental survey 8 • Student survey 9

3. Experimental Design • This a Quasi Experimental design. • This research will consist of only one designated treatment group (X1). • The participants were not randomly assigned. • The participants are currently in a 1st grade class at P.S X of Brooklyn. • With this one-group pretest-posttest design, the single group will be pretested (O1) to record their performance before the treatment, exposed to a treatment (X), and then post tested (O2) to see if there was any change. • Symbolic Design O1XO2 • The difference of O1 and O2 is explained by X.

4. Threats to internal validity There are many possible threats to validity within this research. • History refers to an event that is not part of the treatment. Many events may be occurred besides X between O1 and O2. As students and their parents complete the at home assignments together, there are certain events that may interrupt the treatment such as phone calls, bedtime, dinnertime etc. Another possibility is that students may receive extra tutoring in reading etc. • Maturation is when the subjects may change and lose interest over time. Natural changes in the participants may occur during the six weeks. Students may change physically and/or emotionally. As the six weeks progress, students may get tired of or bored with completing the daily assignments. • Testing/pretest sensitization, the pre-test can affect the posttest. It is possible that while being tested, students may memorize the answers to questions or memorize certain words that they didn’t know during the pretest. Students may also become annoyed of being retested.

5. Threats to internal validity • Mortality or dropout rate is a possibility because life situations change and it is possible that students may move to another school during this research therefore changing the number of participants from the beginning to end. • Statistical regression is a possible threat because it always possible for test scores to increase or decrease towards the mean for many reasons. • Selection-Maturation interaction is a possible threat because my students mature at different rates. I have students who progress faster than others in various areas.

6. Threats to external validity There are also many possible threats to external validity within this research. • Pre-test treatment is a possible factor however, students are well aware of the three times a year testing starting in kindergarten. Therefore it is not considered an additional test but considered a normal part of their testing. • Experimenter effects both passive and active can always be a threat in this research because the researcher is familiar with the subjects (September). Previous knowledge of the subjects could always pose a possible threat.

7. Proposed data • This chart represents students' feelings towards reading (x), and their mid year reading level scores (y). **Scale (strongly disagree (1), Disagree (2), Agree (3), Strongly agree (4) • This scatterplot represents a low or weak positive correlation. The points are scattered around, and they form a weak line. However they seem to go higher towards the right. This means that as x goes up, y usually goes up. There is a weak correlation between personal feelings towards reading and reading levels scores.

8. Parent survey • Directions: Please complete the following information. Remember that all information will be kept confidential. • Name: Parent • Sex: Male Female • What is your age? 18-21 22-25 26-30 31-40 41-50 51-60 61 or over • What is your race? White African American Hispanic Asian-Pacific Islander Native American • Highest level of education completed: Less than HS High school/GED Some College 2-year college degree 4-year college degree Master’s Degree Doctoral Degree Professional Degree • How many parents live at home? Mom Dad Mom and Dad Other • Occupation: ________________________ • Directions: Please circle the corresponding number that best fits your response • 1 2 3 4 • Strongly Disagree Agree Strongly • disagree agree • 1. I understand my child’s reading assignments 9. I read a variety of texts with my child. • 2. I am able to help my child with his/her reading assignments. 10. I purchase books for my child to read. • 3. I read with my child every day. 11. I take my child to the library. • 4. I set aside time for my child to read daily. 12. My child checks out books when they visit the library. • 5. My child reads to me. 13. I think my child enjoys reading. • 6. I model for my child by engaging in reading myself. 14. I know my child struggles with reading. • 7. If my child doesn’t know a word, I tell them the word. 15. I enjoy reading. • 8. If my child doesn’t know a word, I encourage him/her to sound it out. • Never Rarely Sometimes Usually Always 1 2 3 4 5 Never 1 time per week 2 times per week 3 times per week 4+ times per week • 1. I help my child with his/her reading homework. 8. My child reads to me. • 2. I ask my child comprehension questions after reading a story/book. 9. My child and I take turns reading. • 3. I ask my child to summarize or retell a book/story after reading it. 10. My child and I read together (choral). • 4. I ask my child to do other activities after reading a book/story. Ex: draw a picture 11. My child watches a variety of television shows. • 5. I take my child to the library. 12. My child watches educational television shows. • 6. My child plays educational video games. 13. My child plays non-educational video games. • 7. I read to my child.

9. Student survey 1 2 3 4 Strongly Disagree Agree Strongly disagree agree • 1.I enjoy reading. • 2. I enjoy doing reading homework. • 3. I think reading is hard. • 4. I love to read. • 5. My parents are happy when I read. • 6. I am happy when I read. • 7. I love to read different types of books. • 8. I hate reading. • 9. I get excited when I have a new book to read. • 10. My parents want me to read. • 11. I love to go to the library. Never Rarely Sometimes Usually Always 1 2 3 4 5 Never 1 time per week 2 times per week 3 times per week 4+ times per week 1. I complete my reading homework by myself. 14. I see my parent(s)/guardians reading books, magazine, and newspapers. 2. My parent(s)/guardian(s) check my homework. 15. My parent(s)/guardian(s) buy books for me to read. 3. My parent(s)/guardian(s) read to me. 16. I summarize/retell the books after I finish reading. 4. I read to my parent(s)/guardian(s). 17. I draw a picture about the book after I finish reading it. 5. I read with my parent(s)/guardians 18. I answer questions about the book after I finish reading. 6. I play non-educational video games. 19. I watch anything I want on television. 7. I play educational video games. 20. My parent(s)/guardians make me watch educational shows. 8. I go to the library. 9. My parent(s) set aside time for me to read. 10. My parent(s)/guardian(s) help me with my reading homework. 11. If I don’t know a word, I sound it out. 12. If I don’t know a work, my parent(s)/guardian(s) tell me the word. 13. I check out books when I go to the library.