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Date of Award

1980

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Graduate School

First Advisor

Fe Hufana

First Committee Member

Augustine Garcia

Second Committee Member

Robert R. Hopkins

Third Committee Member

Ezekiel Ramirez

Fourth Committee Member

Graciela Urteaga

Abstract

Purpose: This research study was designed to investigate the relationship between educational environment in the home and reading achievement of 48 third grade and 48 fifth-grade Filipino-American children attending Stockton Unified . School District during the 1977-78 school year. A secondary purpose was to ' examine the social correlates of reading achievement such as socio-economic status (SES), parents• educational level (PEL), parents• generational status (PGS), and sex,

Hypotheses: Eight null hypotheses were tested, The four major hypotheses pertained to the environmental process variables as they relate to reading achievement. Hypotheses 1 and 2 predicted lack of relationship between the Index of Educational Environment and reading achievement in Grades 3 and 5, respectively, Hypothesis 3 compared the educational environment in the homes of the third grade and the fifth-grade samples, Hypothesis 4 tested for significant differences between the Grade 3 and the Grade 5 home environment-reading achievement correlations, The four ancillary hypotheses predicted non-significance in the relationship between reading achievement and each of the following demographic variables: SES, PEL, PGS, and sex,

Procedures: Ratings on the 6 environmental process variables included in Dave's Parent Interview and Rating Scales were combined to yield a single indicator of the home environment - the Index of Educational Environment (IEE), Reading achievement was indicated by standard scores obtained on the Metropolitan Achievement Tests, SES was computed using Warner's Index of Social Characteristics, The demographic data were furnished by the parents through information sheets and during the home interviews, The Pearson Product-Moment procedure and the Analysis of Variance were the statistical methods used and the .10 level was chosen to establish statistical significance.

Findings: High correlational data for both third and fifth grades substantially support the anticipated relationship between reading achievement and home environment, No significant difference between the educational environments in the home of the two sets of subjects was found but the correlation between lEE and reading achievement for the third grade varied significantly from that for the higher grade. SES, PEL, and sex, while found to be significantly related to reading achievement for the Grade 5 sample, did not reach statistical significance for the other grade, However, when the effects of home environment (IEE) were partialled out, the variables assumed positive correlations with reading achievement. The findings underscore the important influence of home environment on school achievement, IEE correlated more positively with reading achievement than any of the demographic variables, Furthermore, the lEE scores were high enough to compensate for the negative effects of SES and PEL in the third grade.

Recommendations: Implications for the school and the home are obvious, because many of the environmental variables seem educationally malleable, schools should develop programs to assist parents in improving home stimulation and in strengthening the educational climate in the home, Additionally, they must provide a full range of appropriate curricular experiences to children whose home environments are less than substantial. Further research should investigate the home environment of preschoolers as well as high school students and should sample a wider range of ethnic groups and social classes. More environmental measures should be developed and the existing ones refined in order to be more efficient and less time consuming,

Pages

189

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