LEADER 00000nam  2200385   4500 
001    AAI3097251 
005    20051215074957.5 
008    051215s2003                        eng d 
020    049644865X 
035    (UnM)AAI3097251 
040    UnM|cUnM 
100 1  Killian-Munro, M. Jacquelyn 
245 10 Parent response to the books their first-grade children 
       self-selected for home reading 
300    163 p 
500    Source: Dissertation Abstracts International, Volume: 64-
       07, Section: A, page: 2389 
500    Adviser: Richard L. Allington 
502    Thesis (Ph.D.)--State University of New York at Albany, 
       2003 
520    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 
520    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 
520    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 
520    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 
590    School code: 0668 
590    DDC 
650  4 Education, Elementary 
650  4 Education, Reading 
650  4 Sociology, Individual and Family Studies 
690    0524 
690    0535 
690    0628 
710 20 State University of New York at Albany 
773 0  |tDissertation Abstracts International|g64-07A 
856 40 |uhttp://pqdd.sinica.edu.tw/twdaoapp/servlet/
       advanced?query=3097251