Abstract:
The purpose of this constructivist case study was to examine the effects of
parental instruction in reading comprehension strategies on their own self-efficacy and
attitude towards helping their struggling reader on his/her homework. The intended
outcome of this study was to empower parents with the necessary skills and knowledge
to assist their struggling reader with reading comprehension skill acquisition and reading
comprehension performance at home, which ultimately would increase their self-efficacy
and attitude towards helping their child(ren) and transfer into increased reading
comprehension achievement (as measured in reading comprehension by the Flynt and
Cooter Reading Inventory) in the classroom.
Several barriers emerged during the process of analyzing the data: (a)
availability of translators, (b) increased communication (on the part of the teacher) about
what is actually occuring in the classroom, (c) access to quality childcare, (d) workshop
availability that doesn’t conflict with work, and (e) shared expectation.
Participants in this study represented third-grade students from a large
Midwestern elementary school with a high population of poverty. Recommendation in
the final chapter of this qualitative case study may provide useful information for
parents, teachers and administrators to assist children with mastering reading
comprehension.
