Parent Involvement In Learning Research Articles

The role of reading motivation, self-efficacy, and home influence in students\u2019 literacy achievement: a preliminary examination of fourth graders in Abu Dhabi

BackgroundThis study aimed to identify motivation and home influence factors that predict reading literacy achievement of grade 4 students in Abu Dhabi It drew on the Progress in International Reading Literacy Study (PIRLS) 2011 data, which placed Abu Dhabi students' results substantially below the international benchmark of 500.MethodsSelected items from the PIRLS 2011 student and home questionnaires were analyzed in a regression model fitted using the IEA International Database (IDB) Analyzer software (version 4.0.20) to determine the effects of student intrinsic and extrinsic reading motivation, reading self-efficacy, and home literacy environment on reading achievement.ResultsResults from multiple regression analyses showed that student's reading self-efficacy was the strongest predictor of student reading achievement, while a number of home context variables made significant and independent contributions. However, two variables that are widely claimed as key to the success of reading development and achievement, intrinsic reading motivation and parent involvement in learning, were shown to have either no or negative association with student reading achievement.ConclusionsThe findings affirm the important contributions of student self-efficacy, extrinsic motivation, and home literacy environment to the reading achievement of Abu Dhabi's 4th graders, which supports the design of a comprehensive and enabling literacy promotion strategy and program that integrates individualreaders, the school, and home literacy environments. Possible explanations of the observed relationships between intrinsic reading motivation, parent involvement in learning, and reading comprehension in the context of Abu Dhabi was also discussed.

Perspectives of Preservice and In-Service Teachers on Their Preparation to Work with Parents in Elementary Classrooms

This study examines preservice and in-service teachers’ perspectives on their preparation in learning parental involvement strategies and explores their opinions on what kind of experiences regarding parental involvement they think teacher education programs should provide. The data from the study suggested that the preservice teachers held positive opinions on each of the five dimensions of parental involvement and parental involvement in general, and that parental involvement knowledge, skills, and practices are most effective when they occur over an extended period and are integrated into different activities rather than compacting parental involvement into one single course.