Campus Access Only
All rights reserved. This publication is intended for use solely by faculty, students, and staff of University of the Pacific. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.
Date of Award
Dissertation - Pacific Access Restricted
Doctor of Education (Ed.D.)
First Committee Member
T. Cy Coleman
Second Committee Member
Third Committee Member
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.
Greer, Bettye J.. (1980). Maternal Teaching Style And Its Effect On Reading Achievement. University of the Pacific, Dissertation - Pacific Access Restricted. https://scholarlycommons.pacific.edu/uop_etds/2999
To access this thesis/dissertation you must have a valid pacific.edu email address and log-in to Scholarly Commons.
If you are the author and would like to grant permission to make your work openly accessible, please email