{"id":{"repo_id":"mo-state","oai_identifier":"oai:bearworks.missouristate.edu:theses-1404"},"canonical_url":"https://search.dev.ndltd.org/etd/mo-state/oai:bearworks.missouristate.edu:theses-1404","repository":{"repo_id":"mo-state","name":"Missouri State University","base_url":"https://bearworks.missouristate.edu/do/oai/"},"display":{"title":"The Relationship Between the Prereading Abilities of Preschool Children and Their Home Literary Environments","abstract":"The purpose of this study was to investigate the relationship between the prereading abilities of preschool children and their home literary environments in an effort to determine or not the assessment of the home literary environment would provide a good device for indicating important information related to readiness abilities. Thirty-two nursery school children were evaluated using graded reading paragraphs from the Diagnostic Reading Scales to assess auditory comprehension; a prereading skills battery based on research done by Hirsch, Jansky, and Langford; and a judgment rating based on Spache's Readiness Checklist. Parents of the children completed questionnaires dealing with various aspects within the home which make up the literary environment. The data collected from the assessment devices and the questionnaires were correlated using the Pearson product-moment technique. The results indicated a positive relationship between the home literary environment and the children's auditory comprehension and specific prereading skills; however, a significant level was not reached. The high quality level of the home literary environments related positively with the high incidence of readiness of the subjects to read.","abstract_html":"The purpose of this study was to investigate the relationship between the prereading abilities of preschool children and their home literary environments in an effort to determine or not the assessment of the home literary environment would provide a good device for indicating important information related to readiness abilities. Thirty-two nursery school children were evaluated using graded reading paragraphs from the Diagnostic Reading Scales to assess auditory comprehension; a prereading skills battery based on research done by Hirsch, Jansky, and Langford; and a judgment rating based on Spache's Readiness Checklist. Parents of the children completed questionnaires dealing with various aspects within the home which make up the literary environment. The data collected from the assessment devices and the questionnaires were correlated using the Pearson product-moment technique. The results indicated a positive relationship between the home literary environment and the children's auditory comprehension and specific prereading skills; however, a significant level was not reached. The high quality level of the home literary environments related positively with the high incidence of readiness of the subjects to read.","abstract_has_math":false,"creators":["Roeder, Catheryne R."],"institution":null,"degree_name":"Master of Science in Education in Literacy","degree_level":"Masters","degree_discipline":"Reading, Foundations, and Technology","degree_department":null,"school":null,"contributors":["James Layton"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1979,"date_issued":"1979-05-01T07:00:00Z","date_published":"1979-05-01T07:00:00Z","updated_at":"2026-07-24T03:15:29Z","subjects":["Other Education"],"languages":[],"rights":["© Catheryne R Roeder"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://bearworks.missouristate.edu/theses/403","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["James Layton"]},{"key":"dc:creator","label":"Author","values":["Roeder, Catheryne R."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Reading, Foundations, and Technology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Education in Literacy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Other Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© Catheryne R Roeder"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://bearworks.missouristate.edu/theses/403"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to investigate the relationship between the prereading abilities of preschool children and their home literary environments in an effort to determine or not the assessment of the home literary environment would provide a good device for indicating important information related to readiness abilities. Thirty-two nursery school children were evaluated using graded reading paragraphs from the Diagnostic Reading Scales to assess auditory comprehension; a prereading skills battery based on research done by Hirsch, Jansky, and Langford; and a judgment rating based on Spache's Readiness Checklist. Parents of the children completed questionnaires dealing with various aspects within the home which make up the literary environment. The data collected from the assessment devices and the questionnaires were correlated using the Pearson product-moment technique. The results indicated a positive relationship between the home literary environment and the children's auditory comprehension and specific prereading skills; however, a significant level was not reached. The high quality level of the home literary environments related positively with the high incidence of readiness of the subjects to read."]},{"key":"dc:title","label":"Title","values":["The Relationship Between the Prereading Abilities of Preschool Children and Their Home Literary Environments"]}]}],"canonical_facts":{"dc:contributor":["James Layton"],"dc:creator":["Roeder, Catheryne R."],"dc:description.abstract":["The purpose of this study was to investigate the relationship between the prereading abilities of preschool children and their home literary environments in an effort to determine or not the assessment of the home literary environment would provide a good device for indicating important information related to readiness abilities. Thirty-two nursery school children were evaluated using graded reading paragraphs from the Diagnostic Reading Scales to assess auditory comprehension; a prereading skills battery based on research done by Hirsch, Jansky, and Langford; and a judgment rating based on Spache's Readiness Checklist. Parents of the children completed questionnaires dealing with various aspects within the home which make up the literary environment. The data collected from the assessment devices and the questionnaires were correlated using the Pearson product-moment technique. The results indicated a positive relationship between the home literary environment and the children's auditory comprehension and specific prereading skills; however, a significant level was not reached. The high quality level of the home literary environments related positively with the high incidence of readiness of the subjects to read."],"dc:identifier":["https://bearworks.missouristate.edu/theses/403"],"dc:rights":["© Catheryne R Roeder"],"dc:subject":["Other Education"],"dc:title":["The Relationship Between the Prereading Abilities of Preschool Children and Their Home Literary Environments"],"thesis:degree_discipline":["Reading, Foundations, and Technology"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Science in Education in Literacy"]},"updated_at":"2026-07-24T03:15:29Z"}