Parent's knowledge of English first and second language children's literacy and numeracy development.
Published: 2006
Language: eng
Number of pages: 89
ISBN-13: 9780494211847
Subjects: Education -- Parent participation.; Reading -- Parent participation.; English language -- Study and teaching -- Foreign speakers.; Language and education.; Reading (Elementary); Mathematics -- Study and teaching (Elementary); Parent-teacher relationships.; Academic achievement.
Description: The study investigated English first language (EFL) and English second language (ESL) parents' knowledge of their children's early reading and math development. Univariate analyses of variance were employed to determine if parents' and teachers' judgments were accurate indications of children's performance scores. Parents' frequency of communication with the teacher was also measured, in order to determine if differences in parents' knowledge could be attributed to their frequency of communication with the teacher.Results indicated that parents had knowledge of their children's math abilities, and teachers had knowledge of reading. Although English first and second language parents differed in their frequency of communication with the teacher, there were no language group differences in parents' knowledge of their children's abilities. It is concluded that despite English second language parents' infrequent discussions with their children's teachers, their knowledge is comparable to that of English first language parents.
Notes: Source: Masters Abstracts International, Volume: 45-03, page: 1679.

Thesis (M.A.)--University of Toronto, 2006.

Electronic version licensed for access by U. of T. users.

ROBARTS MICROTEXT copy on microfiche.