Abstract
The purpose of this study is to examine the effect of parent-involved reading activities on elementary fourth graders’ reading comprehension skills, reading motivation, and attitudes towards reading. Employing a pretest-posttest quasi-experimental design with a paired control group, data were collected from a total of 100 fourth graders studying in two different primary schools. The findings showed that there were significant differences between the experimental group and the control group, meaning that the parent-involved reading activities developed by the researchers had a positive effect on the students’ reading comprehension, reading motivation, and attitudes towards reading. This research contributed to previous body of research regarding the impact of family involvement on academic achievement and affective factors. Various suggestions were offered to policymakers, researchers and practitioners.
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