This bibliography is about showing a link between parental involvement and their child’s

reading ability. There are many studies being done showing a link between parental involvement
and academic achievement. All of these studies found a positive correlation between the two. A
lot of the studies had different constructs, but they all used surveys. The studies were all
longitudinal, so they followed the participants for several years. At different waves the students
and parents would fill out surveys. The researchers also obtained grades from the schools. I saw
a lot of similarities between these studies, so I feel confident showing a link between parental
involvement and academic achievement.

1. This study points out that the main way parents help with their child’s education is by
helping with their homework. It even points out that in recent years, educational policies
have shifted to include parental involvement. Dumont focused mainly on the quality of
parental involvement with its link to academic achievement. She wanted to have a child
reported study because previous research had shown children’s responses to be more
accurate. This study measured 2,830 fifth graders from Germany over several years.
Germany has different tracts that they assign each student. The highest tract did not
participate in the study because they needed to focus on their school career. This was one
of the first studies to represent the lower tracts of the German school system. I think that
is a great element for my study because it is novel. The participants were given
questionnaires and standardized tests. In addition, parents were asked to fill out a
questionnaire. The parental involvement with homework was assessed on the student
questionnaire. The students reading achievement was also assessed by standardized
testing. The study found that parents who helped with homework had more structure.
These were both positive correlations when it came to academic achievement. Students
reading ability, reading effort, and procrastination levels were all predictors of parental
involvement with homework help. This study was perfect for my research question
because it shows academic achievement and reading ability in one. Parental involvement
with homework help was positively correlated to both.
Dumont, Hanna, et al. "Quality of Parental Homework Involvement: Predictors and
Reciprocal Relations with Academic Functioning in the Reading Domain." Journal of
Educational Psychology, vol. 106, no. 1, Feb. 2014, pp. 144-161.

2. This study was a longitudinal study that lasted 2 years. It looked at classroom climate,
which relates to interpersonal relationships within the classroom. This also includes the
parent’s relationship with the school and teachers. This study started when 198 students
in Israel were in 7th grade for the first section, and 9th grade for the second section. The
researchers looked at several different aspects of the classroom climate; classroom
emotions, social-psychological environment, learning environment, quality of the
classroom, and social climate. The hypothesis of the study was that the climate of the
classroom was linked to parental involvement and parental education. Parental
involvement could mean a variety of things like helping with homework, talking about
school, etc. The students and their parents filled out a questionnaire, each question they
 had to rank 1 (low) to 5 (high). The students filled these surveys out near the middle of
the year. The home environment of the children remained constant throughout the study.
The results found that parental involvement at home had the most positive correlation to
school motivation. This could be because parents provide motivation for their children at
home, and are encouraging to their educational aspirations. This was not directly related
to my study, but does help provide some extra information. It shows that parental
involvement at home leads to students being more motivated. This is good because if
they are more motivated, then they should perform better academically.

Kaplan Toren Nurit1, and Rachel1 Seginer. "Classroom Climate, Parental Educational
Involvement, and Student School Functioning in Early Adolescence: A
Longitudinal Study." Social Psychology of Education, vol. 18, no. 4, Dec. 2015,
pp. 811-827.

3. This was a journal article looking at parental involvement and reading ability. It was
particularly interesting because it looked at children in Botswana, where English was not
the primary language. Most of the children’s parents do not speak English, but English is
what is taught at school. When parents cannot speak the language that their children are
learning, then how is parental involvement in education linked to being able to read? The
data is from a low-income community where income is mostly based on livestock
farming. The village did have a public library with electricity, even though the homes did
not have electricity. Children were expected to help with household chores before and
after school. Some of these chores were feeding the livestock, gathering firewood,
sweeping the yard, etc. With all the work at home, it can be inferred that parents do not
have time to be involved in the schools. The children’s reading ability was linked to
readily available reading material. The Bible was a book that a lot of homes had in them.
If parents were more involved in church, then they had more reading materials, and this
lead to children being able to read better. This paper was looking at a study that found
parental involvement was crucial, even when parents could not directly help. This really
helps my theory because it looks at parents who cannot even speak the language that their
student is learning, and still says it is crucial.
Motlhagodi, Notty and D. Kasule. "6. Parental Involvement in Children's Early Grade Literacy
Learning: Voices from Parents Unable to Read or Write English." Nawa: Journal of
Language and Communication, no. 1, 2015, p. 132.
4. In this study, Otter, looked at a correlation of parental involvement of children at age 14,
and its longitude effects on the child. In western societies, the education attainment levels
between children from different socioeconomic backgrounds is relevant. Otter
distinguished between beliefs and practices. Previous research had shown that students
from less advantaged backgrounds perform worse in education. It has also been found
that students who come from a more advantaged background, their parents are more
involved with the school. The data from this study came from the Stockholm British
Cohort, which started following 15,117 children who were born in 1953. They
participated in surveys, interviews with their parents, and data from their public file was
reviewed. These children were followed until they were in their thirties. Their educational
 attainment was measured in 2007. The study found a link between parental involvement
and educational attainment levels. Parental practices played a bigger role than parental
beliefs did. This helps to strengthen my theory that parental involvement leads to better
readers. This study had a big pool of participants, and followed them till they were mid-
life.
Otter, Cecilia. "Family Resources and Mid-Life Level of Education: A Longitudinal Study of
the Mediating Influence of Childhood Parental Involvement." British Educational
Research Journal, vol. 40, no. 3, June 2014, p. 555. EBSCOhost, doi:10.1002/berj.3111.

5. This study looked at parental involvement of immigrant families. It was to see the extent
of American-born immigrants children, and how their parents were involved in their early
education years. They looked at school involvement, and expectations of the children.
Participants were placed in different groups; US-born whites, US-born blacks, US-born
Asians, US-born Latinos, Asian immigrants, and Latino immigrants. The study expected
to see the lowest involvement with the immigrant groups because of cultural and
linguistic barriers. They got data from the Early Childhood Longitudinal Study. The
students were researched starting at the beginning of the kindergarten year. The parents
filled out surveys in their child’s first and third year. These were used to determine
involvement in the school. It asked questions about how many parent nights they went to,
and if they were involved in any school committees or volunteered at the school. Parental
expectations were also a factor in this study. US-born whites and immigrant Asians
scored the highest in math grades every year. Whites parents displayed the highest
amount of involvement. While the students were in first grade, parental expectations were
a direct prediction of reading ability. Higher expectations created higher reading abilities.
The highest amount of correlation to academic achievement and parental involvement
was within the US-born whites and blacks. This supports my theory about involvement. It
dives more deeply into different ethnic groups, and those effects. It still shows a positive
correlation.
Sibley, Erin1 and Eric1 Dearing. "Family Educational Involvement and Child Achievement
in Early Elementary School for American-Born and Immigrant Families." Psychology in
the Schools, vol. 51, no. 8, Sept. 2014, pp. 814-831. EBSCOhost, doi:10.1002/pits.21784.
6. This study focuses on preschool and early elementary aged children, and how much
parental involvement affected reading abilities. This study was based on the Fullerton
Longitudinal Study, which was still on going. They study included 131 infants, and 51%
of them were males. The participants had to participate in assessments every six months,
until they were 17 months old. Then they would take yearly assessments. Some of the
scores were based on home observations. In addition, the mothers and children did self-
report surveys. The children went through a series of language tests to determine reading
and language abilities. There was missing data in this experiment, and was determined to
be random. Two different models were used to test parental involvement and reading
achievement. Every test showed a positive relationship between parental involvement and
 reading ability. Parental involvement at an early age also had a positive effect on reading
ability in the middle years. This study directly helps my theory. It is showing a link
between parental involvement, and reading achievement in adolescence.

Sy, Susan R., et al. "A Transactional Model of Parental Involvement and Children's
Achievement from Early Childhood through Adolescence." Parenting: Science &
Practice, vol. 13, no. 2, Apr-Jun2013, pp. 133-152. EBSCOhost,
doi:10.1080/15295192.2012.709155.

7. This study looked at 10th and 11th grade students. They were looking for a link between
parental involvement and academic achievement. They were also looking to see if
parental involvement led to better mental health. Researchers chose 10 high school for
convenience. Every 10th grader was eligible for the study. Out of the pool, 1,056 received
parental consent to participate in the study. Out of those, 1052 participated in the second
wave of the study. Parental involvement had 3 categories; home-based involvement,
school-based involvement, and academic socialization. The parents filled out surveys for
each category. The students also filled out surveys asking about their academic
achievement and their parents involvement. The researchers also obtained the students
report cards at the end of the school year, and they looked at their GPA in the core
classes. The results showed that parents were more involved at home and with academic
socialization. The home-based involvement and academic socialization showed a positive
correlation to the students academic achievement. This study was great for my theory. It
strengthens my theory that parents being involved with their child’s education will help
with their academic achievement.

Wang, Ming-Te1 and Salam2 Sheikh-Khalil. "Does Parental Involvement Matter for
Student Achievement and Mental Health in High School?." Child Development,
vol. 85, no. 2, Mar/Apr2014, pp. 610-625.

8. This specific study used a meta-analysis to determine examine the impact of parental
involvement on academic achievement. The study posed a question about the different
types of parental involvement. This was a qualitative study, that was expanding on earlier
studies. They picked nine previous studies, and looked at their summaries. There was a
review of each of the studies, and a compare and contrast relationship developed. In
general, each study had defined parental involvement as parental involvement in the
educational process. However, each researcher had their own understanding of the term.
Then each study’s findings were analyzed. This showed different categories of parental
involvement, and each category was determined to be relevant. Wilder then came up with
3 research questions, and some ideas for future work. Wilder could see a strong
correlation between parental involvement and academic achievement, but she wants to
dive deeper and look at different measurements and constraints. This was great for my
study because it brings several different studies together to strengthen a theory. The more
research that is done on a topic, the strong theories will emerge.

Wilder, S. "Effects of Parental Involvement on Academic Achievement: A Meta-

Synthesis." Educational Review, vol. 66, no. 3, July 2014, pp. 377-397.
 9. This study is looking to see if parental involvement correlates to better academic
achievement. The study is specifically looking at children in China. It starts off by relying
on other studies to show that only children perform better academically than children
who have siblings. Since 1979, when China enacted its one child rule, their academics
have improved. The study researched to see if parental involvement was a factor in this.
The parent would have all their energy to focus on one child, rather than multiple
children. One study found that increased parental communication lead to higher academic
achievement, but parental help with homework lead to lower academic achievement. The
study used 813 students between 4th and 6th grade, and one of their parents. Parental
involvement was measured by a questionnaire. The questionnaire had 5 subareas;
parental contact with the school, parent-child communication, how often they helped
their children with homework, parent-child activity, and how much they monitored their
children. The children’s end of term grades was used as achievement measurement. The
results of the study showed parental involvement and academic achievement were
statistically significant. This study is great for my topic because it says academic
achievement is linked to parental involvement. Thus, I think it could correlate to an
interest in reading, and a higher reading ability.
Wei, Wei, et al. "The Relationship between Parental Involvement and Elementary Students'
Academic Achievement in China: One-Only Children Vs. Children with Siblings."
Journal of Comparative Family Studies, vol. 47, no. 4, Sept. 2016, p. 483.