A Study of the Relationship Between Parental Involvement in Reading and the Reading Ability of Grade four Students: the Case of Government Schools in Arbaminch
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Date
2001-07
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Addis Ababa Universiy
Abstract
This research examined the impact of parental involvement / assistance in reading on the
reading comprehension abi lity of grade four children / students of three primary schools in
Arbaminch. It was intended to check whether there is a systematic significant rel ationship
between the above-mentioned variables or whether there is not any relationship between them at
all. In order to test the hypothesis, first 170 students constituting 85 assisted and 85 unassisted
chi ldren were identified through the first part of the questionnaire. Then, separate questionnaires
were administered to each group of students / chi ldren to see what their environment has to offer
as far as their reading habit at home-either paired or independent reading-is concerned. In this
case, their parents (particularly, those parents offering assistance)-58 in nwnber-were involved in
completing questionnaire, for their information is necessary to confirm the children's/ the
students' responses. Finall y, a reading comprehension test was administered to all the 170
children / students to measure their reading perfonnance (reading ability).
According to the results obtained, there is a significant mean difference between the
assisted and the unassisted children as it can be inferred from the t-test resu lt. Moreover, it is
found that there is a strong / highly significant relationship between the parental involvement in
reading and the reading comprehension of the children / the student as it can be seen from the
correlation coefficient calculated. This implies that parents can contribute something for
minimizing the problems observed in the classroom reading instructions.
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The Case of Government Schools in Arbaminch