Date of Award
2014
Degree Name
School Psychology
College
Graduate School of Education and Professional Development
Type of Degree
Ed.S.
Document Type
Thesis
First Advisor
Sandra Stroebel
Second Advisor
Fred Jay Krieg
Third Advisor
Stephen O’Keefe
Abstract
Parental involvement is an important factor in student academic achievement. Parental involvement is strongly influenced by parental self-efficacy, a parent’s feeling that they can successfully help their child succeed. Parents with high self-efficacy are more involved; if parental self-efficacy can be increased, involvement should increase. Parent involvement has been shown to be most effective academically when tied to a specific intervention in a targeted academic skill, such as reading. It was hypothesized that teaching parents how to conduct simple literacy tutorial sessions at home would lead to an increase in both student reading scores and parental feelings of self-efficacy. An intervention was conducted with students in grades 1-2 to test this hypothesis. Results were mixed; groups showed positive changes in self-efficacy, mixed results with reading score changes, and no correlation between the two effects. Further research is needed with larger sample sizes to expand upon these results.
Subject(s)
Academic achievement.
Education - Parent participation.
Recommended Citation
Farrell, Holly Bond, "A Home Literacy Intervention To Improve Student Reading and Parental Self-Efficacy" (2014). Theses, Dissertations and Capstones. 824.
https://mds.marshall.edu/etd/824
