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Author Killian-Munro, M. Jacquelyn
Title Parent response to the books their first-grade children self-selected for home reading
book jacket
Descript 163 p
Note Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2389
Adviser: Richard L. Allington
Thesis (Ph.D.)--State University of New York at Albany, 2003
This study addressed three questions: (a) What books do first-grade students take home and what factors influence their selections; (b) what do parents think of the books their children take home from school; and (c) how do parents describe and understand their roles using these books. The five target students in the study were observed every day for three months during "book check-out" time in their first grade classroom. The parents of the five target students were interviewed three times and they also responded daily in a journal about the books their children selected from school. To aid in understanding parent response, the parents and students also tape recorded their book reading sessions
The results revealed that all of the target students appeared to enjoy taking books home to read with their parents. The following are overall percentages of the students' self-selections (unfamiliar texts) which shows that less than half were at or near (+ or - two levels) their independent reading levels: Audrey 43%; Daniel 16%; Jay 30%; Jenny 21% and Justin 21%. Several factors were found to influence their book selections such as a limited number of developmentally appropriate books, no teacher monitoring, a less than optimal book check-out process, student inexperience at selecting books and parent expectations
The results of the second question revealed that books were most often described by parents using terms of difficulty. Other than Audrey, there were very few parent descriptions in the easy and too easy categories and less than half of each target students selections were described by parents as just right
It was found in some of the audio-taped book-reading sessions that parents' understandings of just right read alouds differed from parent to parent. Analysis of the parent and child book-reading sessions revealed that parent allowance of word recognition errors were much higher than teacher standards. The high percentage of parent descriptions in the 'hard' and 'too hard' categories suggests that parents were sometimes placed in uncomfortable and/or unknowing positions
School code: 0668
DDC
Host Item Dissertation Abstracts International 64-07A
Subject Education, Elementary
Education, Reading
Sociology, Individual and Family Studies
0524
0535
0628
Alt Author State University of New York at Albany
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