Parental Involvement and Grade Four Students' English Reading Achievement

Jessica Midraj
Sadiq Midraj

Document Type

Article

Publication Date

12-1-2011

Abstract

The intent of this study was to determine whether relationships exist between parental involvement indicators, private tutoring, students' background, and Arabic reading achievement in fourth-grade Emirati students. Data was collected in the form of researcher-constructed parent and student surveys, a silent reading comprehension test, and a read aloud. Sixty-three female and 68 male students from four model schools and their parents participated in the study. The results show significant associations between some aspects of parents' involvement, parents' education level and employment and students' reading achievement. There was a significant association between providing learning resources and Arabic reading comprehension (p= .008); and female students were provided with more learning resources than their male peers (p=.014). In addition, students who received private tutoring significantly scored lower in all areas of reading achievement than those who did not receive private tutoring (p=.001). As for parents' level of education, children who had a parent with an undergraduate degree scored significantly higher than children who had a parent with a high school diploma (p=.016); and children whose parent worked in the business sector scored significantly lower than children whose parent worked for the government (p= .012). There were no significant findings between Arabic reading achievement and family size.

Volume

12

First Page

41

Disciplines

Education | Physical Sciences and Mathematics | Social and Behavioral Sciences

Indexed in Scopus

no

Open Access

no

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