The purpose of this study was to determine whether there was a correlation between parental involvement and the reading achievement of third grade students.
The subjects in this study were 22 third grade students attending an elementary school in southern New Jersey. The elementary school was located in an urban area.
Each of the subjects was given a parental involvement survey to take home to their parents. It questioned parents about daily reading habits at home with their child. The survey was scored on a scale of 1-4, with a four indicating the highest degree of involvement.
The researcher then collected the reading scores of the students. The scores were then combined to find an average for the first, second, and third marking periods. A Pearson R correlational analysis was used as a method to analyze the relationship between parental involvement and the reading of achievement of third grade students.
A significant correlation was found between parental involvement and reading achievement(r=.71). Therefore, the hypothesis was supported
