Parental Involvement and Reading Attainment
Bibliographic Data
| ID | 5263587 |
|---|---|
| Authors | Jenny Hewison (0000-0003-3026-3250, University of London), Jack Tizard (University of London) |
| Year | 1980 |
| Volume | 50 |
| Issue | 3 |
| Pages | 209-215 |
| Publication date | 1980-11-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.2044-8279.1980.tb00803.x |
| PMID | 7437294 |
| OpenAlex | W2022342086 |
| Language | EN |
| Citations received | 23 |
The relationship between a number of home background factors and reading ability was studied in three samples (samples of 63, 100 and 104) of working-class children aged 7-8, using standardised tests given to the children and parental interviews. The home background factor which emerged as most strongly related to reading achievement was whether or not the mother regularly heard the child read ('coached'). WISC IQ scores were obtained on one of the samples (N = 100), and it was established that IQ differences did not account for the superior reading performance of the coached children. Controlling for maternal language behaviour, as assessed using scales devised by Bernstein's colleagues, had little effect on the association between coaching and reading performance; controlling for coaching, however, markedly reduced the correlation between maternal language behaviour and reading performance. When the amount of coaching which the children had received was related to reading test score, a highly significant positive association was found. The lack of attention paid in the past to parental involvement in children's school work is commented upon in discussion of the implications of the findings
Association (psychology) · Coaching · Cognition · Developmental psychology · Intelligence quotient · Reading (process) · Test (biology) · Early Childhood Education and Development · Parental Involvement in Education · Psychology · School Choice and Performance
Home literacy activities and their influence on early literacy skills.
Achievement in the First 2 Years of School
Justice and the Politics of Difference
Relationship between Computer-Based Reading Activities and Reading Achievements among Hong Kong and U.S. Students
Creating opportunities to read and build fluency at home
The Nature of Learning
Collaboration Between Teachers and Parents in Assisting Children's Reading
Socio-economic differences in foundation-level literacy
Teacher perception of ethnic and linguistic minority parental involvement and its relationships to children's language and literacy learning
Early reading achievement, oral language ability, and a child's home background
Parental involvement in reading progress
Psychology and education
Social class, social disadvantage and child health
Paired reading
Does British research support claims about the benefits of parents hearing their children read regularly at home? A closer look at the evidence from three key studies
A study of work with parents to promote early literacy development
Parents’ and teachers’ strategies in hearing young children read
Attainment and behavioral disturbance at 9 years
Children Learning to Read — exploring home and school relationships
Hearing Beginning Readers Read
Parents' and Teachers' Perspectives on Preschool Literacy Development
Differential Effects of Home Literacy Experiences on the Development of Oral and Written Language
Exploring the associations between parental educational expectations, careers and cultural practices and the development of non‐cognitive abilities in Chinese middle school students
| Citations per year | 0.52 |
|---|---|
| Citation span | 1982 - 2025 (44) |
| Highly cited | No |