Relationship between home literacy environment and academic achievement with children reading attitudes

The purpose of this study was to examine the children’s reading attitude and identify the relationships between the children’s attitude towards reading, home literary environment and academic achievement. The research site was Pasir Gudang district, Johor. Data from a sample of 250 children and 182...

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Main Author:	Lee, Moi Ching
Format:	Thesis
Language:	English
Published:	2012
Subjects:	L Education (General)
Online Access:	http://eprints.utm.my/id/eprint/32478/5/LeeMoiChingMFP2012.pdf
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id	my-utm-ep.32478
record_format	uketd_dc
spelling	my-utm-ep.324782017-09-21T08:12:06Z Relationship between home literacy environment and academic achievement with children reading attitudes 2012-06 Lee, Moi Ching L Education (General) The purpose of this study was to examine the children’s reading attitude and identify the relationships between the children’s attitude towards reading, home literary environment and academic achievement. The research site was Pasir Gudang district, Johor. Data from a sample of 250 children and 182 parents repectively was collected. Two instruments were used for data collection, namely Elementary Reading Attitude Survey (ERAS) for children, and Progress in International Reading Literacy Study (PIRLS) 2006 Learning to Read Survey for parents. Descriptive statistics showed an academic achievement (Self Average Grade) mean of 1.96 with highest proportion of children respondents were moderate achievers. There were high level of children’s reading attitude, moderate level of early literacy activities, high level of resources in the home, and high level of parents’ attitudes toward reading. Inferential statistics showed that all the three factors of home literacy environment which were resources in the home, early literacy activities and parents’ attitudes toward reading were significant factors on influencing children’s reading attitude, meanwhile resources in the home was entered first and explained 59% of the variance in children reading attitude. No significant difference was found in attitudes toward reading among Year Five children with high and low achievement. There was significant relationship between children’s reading attitude and home literacy environment (early literacy activities, resources in the home and parents’ attitudes toward reading), but no significant relationship between children’s reading attitude and academic achievement. In conclusion, a rich-literacy home environment was essential to cultivate children’s reading attitude. 2012-06 Thesis http://eprints.utm.my/id/eprint/32478/ http://eprints.utm.my/id/eprint/32478/5/LeeMoiChingMFP2012.pdf application/pdf en public masters Universiti Teknologi Malaysia, Faculty of Education Faculty of Education
institution	Universiti Teknologi Malaysia
collection	UTM Institutional Repository
language	English
topic	L Education (General)
spellingShingle	L Education (General) Lee, Moi Ching Relationship between home literacy environment and academic achievement with children reading attitudes
description	The purpose of this study was to examine the children’s reading attitude and identify the relationships between the children’s attitude towards reading, home literary environment and academic achievement. The research site was Pasir Gudang district, Johor. Data from a sample of 250 children and 182 parents repectively was collected. Two instruments were used for data collection, namely Elementary Reading Attitude Survey (ERAS) for children, and Progress in International Reading Literacy Study (PIRLS) 2006 Learning to Read Survey for parents. Descriptive statistics showed an academic achievement (Self Average Grade) mean of 1.96 with highest proportion of children respondents were moderate achievers. There were high level of children’s reading attitude, moderate level of early literacy activities, high level of resources in the home, and high level of parents’ attitudes toward reading. Inferential statistics showed that all the three factors of home literacy environment which were resources in the home, early literacy activities and parents’ attitudes toward reading were significant factors on influencing children’s reading attitude, meanwhile resources in the home was entered first and explained 59% of the variance in children reading attitude. No significant difference was found in attitudes toward reading among Year Five children with high and low achievement. There was significant relationship between children’s reading attitude and home literacy environment (early literacy activities, resources in the home and parents’ attitudes toward reading), but no significant relationship between children’s reading attitude and academic achievement. In conclusion, a rich-literacy home environment was essential to cultivate children’s reading attitude.
format	Thesis
qualification_level	Master's degree
author	Lee, Moi Ching
author_facet	Lee, Moi Ching
author_sort	Lee, Moi Ching
title	Relationship between home literacy environment and academic achievement with children reading attitudes
title_short	Relationship between home literacy environment and academic achievement with children reading attitudes
title_full	Relationship between home literacy environment and academic achievement with children reading attitudes
title_fullStr	Relationship between home literacy environment and academic achievement with children reading attitudes
title_full_unstemmed	Relationship between home literacy environment and academic achievement with children reading attitudes
title_sort	relationship between home literacy environment and academic achievement with children reading attitudes
granting_institution	Universiti Teknologi Malaysia, Faculty of Education
granting_department	Faculty of Education
publishDate	2012
url	http://eprints.utm.my/id/eprint/32478/5/LeeMoiChingMFP2012.pdf
_version_	1747816012074450944

Relationship between home literacy environment and academic achievement with children reading attitudes

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