THE EFFECTS OF PARENTS READING WITH
THEIR CHILDREN ON READING LEVELS
AND READING ACHIEVEMENT IN SCHOOL
Alissa Collins
Seminar in Applied
Theory and Research
II
Ed 703.22
Fall 2010
Table of Contents
Research Design
 Threats to Internal Validity
 Threats to External Validity
 Pre-Test and Post-Test
 Data
 Correlations
 Proposed Data & Correlation

RESEARCH DESIGN
Pre-Experimental Design
One- Group Pretest-Posttest Design
Symbolic Design: OXO
Pretest =o
Treatment = x
Posttest = o
A group of 18 third graders in a CTT class will be given the
opportunity to participate in a reading program at home with their
parents. They will be pretested in school using WRAP (Writing and
Reading Assessment Profile). Then they will be asked to read every
night at home with their parents and log the amount of time they
read. Parents will have been made aware of the benefits of reading
with their children. After a 6 week period students will receive a
posttest using WRAP (Writing and Reading Assessment Profile) in
class.
THREATS TO INTERNAL VALIDITY
History
 Maturation
 Instrumentation
 Mortality Rate
 Differential Selection of Subjects
 Selection- Maturation Interaction

THREATS TO EXTERNAL VALIDITY
Generalizable Conditions
 Selection-Treatment Interaction
 Experimenter Effects
 Hawthorne Effect
 Novelty Effect
 Pretest-X Interaction

DATA
Student Reading Survey (Likert Scale)
 Student Reading Interview
 Pretest using WRAP
 Parent Survey (Proposed Data)
 Posttest using WRAP (Proposed Data)
 Standard Reading Levels for 3rd grade
according to Fountas & Pinnell = L - P

PRETEST RESULTS - WRAP
Student Label
Reading Level
A
K
B
L
C
J
D
N
E
G
F
L
G
H
H
O
I
I
J
N
K
K
L
A
M
O
N
O
O
N
P
O
Q
K
R
O
Reading Levels
according to
Fountas & Pinnell for
the 3rd grade should
be between L and P.
(exactly one half of the
students fall in that range for
posttest)
DATA
STUDENT LIKERT SCALE
QUESTION – I LIKE READING BOOKS WITH ONE OF MY PARENTS
1 – STRONGLY DISAGREE
2 – I DISAGREE
3- I AGREE
4- I STRONGLY AGREE
Student Reading Survey
4.5
4
Student Response
3.5
3
2.5
2
Rating
1.5
1
0.5
0
A
B
C
D
E
F
G
H
I
Student Label
J
K
L
M
N
O
P
Q
R
Data- Student Interview Questions
Question 3 – Do you read with one of your parents at night?
Question 6- Do you remember your parents reading to you when you were little?
Student Label
Interview Question 3
Interview Question 6
A
No – my brother
No
B
No
No
C
Yes
Yes
D
Sometimes
Yes
E
No
No
F
No- my aunt
No
G
No
No
H
Sometimes
Yes
I
No – my sister
Yes
J
No
No
K
Yes
Yes
L
Sometimes
No
M
Yes
No
N
Sometimes
No
O
Yes
No
P
No
No
Q
Yes
Yes
R
Sometimes
Yes
CORRELATION
Rxy =0.13686
There is no
correlation between
responding yes to
reading with a
parent at night and
a higher reading
level.
Information taken from student reading interview.
Question # 3 – Do you read with one of your parents at night?
YES – 4 , SOMETIMES – 3, WITH A SIBLING – 2, NO - 1
DESCRIPTIVE STATISTICS





Reading Level Mode = O
Reading Level Range= A - O
Likert Scale Mode = 4 (I Strongly Agree)
Likert Scale Average= 2.823
Student Interview Mode= Question 3 = NO, With someone else
and sometimes (all had 5), Question 6 = NO
Proposed Descriptive Statistics



Parent Survey Mode= Question 1 = yes
Reading Level Mode= N
Increase in reading level average = 1
*(statistics based on key question from each survey or questionaire)
PROPOSED DATA AND CORRELATION
Letter Levels have
been assigned to
corresponding
numbers.
Amount of Levels Moved
Propsosed Data
Rxy =0.102
2.5
2
Series1
Linear (Series1)
1.5
1
0.5
0
0
2
4
Parent Responses
6
There is no proposed correlation
between parents who responded
that they read with their child and
improvement in reading levels.
(Parent Surveys will be given out after
reading logs have been collected.)
REFERENCES
O’Connor-Petruso, S. (2010). Descriptive Statistics &
Threats to Internal and External Validity [PowerPoint slides].
Retrieved from
https://bbhosted.cuny.edu/webapps/portal/frameset.jsp?tab_id=_2_1
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THE END