Family Support of Third-Grade Reading Skills, Motivation, and Habits

Abstract

as recent education reform efforts in the United States have prioritized family engagement as central to school improvement plans, school districts must grapple with ways to develop home-school partnerships (Mapp & Kuttner, 2013). Under the Every Student Succeeds Act (ESSA) of 2015, school districts must reserve 1% of Title I funds to assist schools in carrying out activities that foster family engagement, which can include home-based reading programs that promote alignment between home and school activities. Yet, researchers have repeatedly found that the effectiveness of these efforts is contingent upon the extent to which they acknowledge and build upon the funds of knowledge within the homes of culturally, linguistically, and socioeconomically diverse families (Dudley-Marling, 2009; Gallimore & Goldenberg, 2001; Janes & Kermani, 2001). Thus, understanding the ways in which families support their children's reading skills, motivation, and habits is imperative to working with families as partners in a child's education. Qualitative studies of family reading practices have been instrumental to highlighting the numerous ways in which culturally, linguistically, and socioeconomically diverse families support the development of their children's reading skills,

Word Recognition and Reading Skills to Improve Reading Comprehension

“…While building word recognition skills, reading comprehension was impacted. The scaffolding forms scores, for example, captured that there was a significant improvement in their ability to read after the process, which is aligned to what Capotosto et al, (2017) mentioned that learners have better performance when they have a vast range of vocabulary knowledge.…”

The Effect of Parent-Involved Reading Activities On Primary School Students Reading Comprehension Skills, Reading Motivation, and Attitudes Towards Reading

“…Previous studies have provided some evidence that parental involvement in reading activities and parents' beliefs about reading both have a causal effect on children's reading motivation and achievement and have correlation (Baker et al, 1997;Baker, 2003;Senechal and Young, 2008). For example, Capotosto et al (2017) state that in their study examining the effect of family support on the reading skills, motivation and habits of third-graders, students who receive family support make progress in these aspects. Pavalache-Ilie and Ţirdia (2015), on the other hand, reported that school performance was significantly related to parental involvement and intrinsic motivation in their study examining the relationship between parent involvement, school performance and intrinsic motivation of primary school third and fourth-graders.…”

Models of Literacy Media in Improving Reading Skill of Early Grade Students

“…The literacy component, especially reading, is very important as well since the latest information is gained and understood through reading activities. It will help the students to be able to keep up with information [4]. Furthermore, literacy in reading also makes the students have a lot of knowledge and know the latest information.…”