A descriptive study of parental involvement using the Pennsylvania comprehensive reading/communication arts plan / Gladys Spann Renfrow.

Format:

Book

Manuscript

Microformat

Thesis/Dissertation

Author/Creator:

Renfrow, Gladys Spann.

Contributor:

University of Pennsylvania.

Series:

University of Pennsylvania. Graduate School of Education. Studies in Education ; No. 451.

Studies in Education ; No. 451.

Language:

English

Subjects (All):

Penn dissertations--Education.

Education--Penn dissertations.

Local Subjects:

Penn dissertations--Education.

Education--Penn dissertations.

Physical Description:

vi, 165 leaves : illustrations ; 29 cm.

Production:

[Philadelphia], 1981.

Summary:

Since the Pennsylvania Comprehensive Reading/Communication Arts Plan is relatively new in the area of improving skills, there has not been much information on its effectiveness. This study was one of several which were conducted to assess the effectiveness of PCRP and to extend the knowledge base about PCRP and the four critical areas: (1)Responding to Literature, (2)Self-Selected and Sustained Silent Reading, (3)Composing--Oral and Written, and (4)Investigating and Mastering Language Patterns.

The purpose of this study was to describe the development of a model parent involvement program in which parents became teachers of other parents in the four critical experiences of PCRP. The secondary purpose was to examine the effect of such parental involvement on the quantity of their children's reading as it related to their reading achievement.

The problem was: What is the effect of parental training in PCRP on the reading patterns of children? The problem was tested through observations, logs, questionnaires, and interviews. The results are reported in tables according to frequency and percentages and in a descriptive manner.

This was a descriptive approach study which enabled small groups to be studied in depth, as opposed to a quantitative large scale study. The investigator observed, trained, and interviewed parents through home visits and in meetings on the school site. The small group settings gave parents the opportunity to learn in a non-threatening environment.

The use of the parent component of PCRP gave parents a skill they could use to become part of the school program as volunteers. The results of parental involvement in reading have been very positive in the urban, low socio-economic schools under study.

Notes:

Thesis (Ed.D. in Education)--Graduate School of Education, University of Pennsylvania, 1981.

Includes bibliography.

OCLC:

244993765