Literaturnachweis - Detailanzeige
| Autor/inn/en | Colgate, Orla; Ginns, Paul; Bagnall, Nigel |
|---|---|
| Titel | The Role of Invitations to Parents in the Completion of a Child's Home Reading Challenge |
| Quelle | In: Educational Psychology, 37 (2017) 3, S.298-311 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0144-3410 |
| DOI | 10.1080/01443410.2016.1165799 |
| Schlagwörter | Foreign Countries; Kindergarten; Grade 2; Parents; Elementary School Teachers; Elementary School Students; Reading; Motivation; Parent Participation; Quasiexperimental Design; Mixed Methods Research; Letters (Correspondence); Regression (Statistics); Semi Structured Interviews; Australia |
| Abstract | The role parents can play in supporting early reading attainment is well documented. There is still, however, a need to understand what motivates parents to become involved in reading at home with their child. Past research, based upon correlational studies, has mixed findings regarding the influence of the teacher and the child on parents' motivation at home. Through two quasi-experiments, the present study explored the influence of teacher invitations in Kindergarten classes, and child invitations in Grade 2 classes on completion rates of a home reading challenge. The completion of the home reading among families was investigated across two metropolitan schools in Sydney, Australia. Both of the interventions resulted in significantly higher completion rates compared to control groups (teacher invitations: d = 0.68; child invitations: d = 0.73). This paper adds to existing research by providing a clearer picture of the cause-and-effect relationship between schools' use of invitations to facilitate children's home reading. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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