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Maternal Teaching Style And Its Effect On Reading Achievement

Author

Bettye J. Greer, University of the Pacific

Date of Award

1980

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Education

First Advisor

Fred Muskal

First Committee Member

T. Cy Coleman

Second Committee Member

Kenneth Beauchamp

Third Committee Member

Bruce LaBrack

Abstract

The purpose of this study was to examine the relationship between Maternal Teaching Style (MTS) as an expression of elaborated and restricted language codes and reading achievement in the fourth, fifth, and sixth grades. MTS was measured through the use of an observation schedule in a setting where mothers taught their children simple tasks on the Etch-A-Sketch toy. Achievement was measured by the Metropolitan Achievement Test. A related purpose was to determine whether the differences between these two codes reflect differences in reading achievement by sixth grade and to examine the relationship of Bernstein's theory of the elaborated and restricted codes, social class and IQ.

Pages

116

Recommended Citation

Greer, Bettye J.. (1980). Maternal Teaching Style And Its Effect On Reading Achievement. University of the Pacific, Dissertation. https://scholarlycommons.pacific.edu/uop_etds/2999