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Key Steps to Reading Success: Measuring the Impact of Participation in a Family/School Literacy Partnership Program on the Foundational Literacy Skills of Kindergarteners

Houser, Shelley A, PhD
http://orcid.org/0000-0002-9297-9222
http://rave.ohiolink.edu/etdc/view?acc_num=akron1512046619521825

Abstract Details

2017, Doctor of Philosophy, University of Akron, Elementary Education-Literacy.
Substantial research has revealed several early literacy skills are predictive of later reading achievement. The current quasi-experimental study considered a ten-week family/school literacy partnership program designed to assist families in helping their children with early literacy skills at home. The researcher was interested in determining if participation status in this literacy program made a significant contribution to learning of early literacy skills as revealed in outcomes on winter reading Rasch Unit (RIT) scores on the Measures of Academic Progress for Primary Grades (MPG) for kindergarten students who were placed on a Reading Improvement and Monitoring Plan (RIMP). One hundred and seventy-seven families were invited to participate in the partnership program. Of those, 112 participated. The remainder, 65, made up the control group. Data were analyzed using multiple linear regressions. Findings from the data indicated that scores of kindergarten students whose families participated in the program were .7 of a point higher for each week of participation in comparison to scores of those students whose families did not participate. Gender was not found to be a significant factor on overall reading RIT scores for students in the control group, but girls had significantly higher outcomes over boys in the experimental group. Minority status was not found to be a significant factor on outcomes for kindergarten students in the experimental group, but minority students scored significantly lower according to outcomes for the control group.
Lisa Lenhart, PhD (Committee Chair)
227 p.
Education; Families and Family Life; Literacy
early literacy, reading achievement, kindergarten students, family-school literacy partnership, Measures of Academic Progress for Primary Grades, Reading Improvement and Monitoring Plan, families, quasi-experimental

Recommended Citations

Citations

  • Houser, PhD, S. A. (2017). Key Steps to Reading Success: Measuring the Impact of Participation in a Family/School Literacy Partnership Program on the Foundational Literacy Skills of Kindergarteners [Doctoral dissertation, University of Akron]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=akron1512046619521825

    APA Style (7th edition)

  • Houser, PhD, Shelley. Key Steps to Reading Success: Measuring the Impact of Participation in a Family/School Literacy Partnership Program on the Foundational Literacy Skills of Kindergarteners. 2017. University of Akron, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=akron1512046619521825.

    MLA Style (8th edition)

  • Houser, PhD, Shelley. "Key Steps to Reading Success: Measuring the Impact of Participation in a Family/School Literacy Partnership Program on the Foundational Literacy Skills of Kindergarteners." Doctoral dissertation, University of Akron, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1512046619521825

    Chicago Manual of Style (17th edition)

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This open access ETD is published by University of Akron and OhioLINK.