{"id":{"repo_id":"rowan","oai_identifier":"oai:rdw.rowan.edu:etd-1341"},"canonical_url":"https://search.dev.ndltd.org/etd/rowan/oai:rdw.rowan.edu:etd-1341","repository":{"repo_id":"rowan","name":"Rowan University","base_url":"https://rdw.rowan.edu/do/oai/"},"display":{"title":"The relationship between nighttime reading with children by their caregivers and reading achievement","abstract":"The hypothesis of this research project was to determine if there was a significant relationship between children who were read to by their caregivers in previous years and children who were not read to by their caregivers in previous years. The relationship between reading achievement and gender was also examined in this research study. Twelve fourth grade students (six male, six female) were asked to complete a questionnaire about their reading practices and take a brief two part reading assessment, consisting of word recognition and reading comprehension. A two way between groups ANOVA revealed that there was not a significant difference between children who were read to by their caregivers in previous years and children who were not read to by their caregivers in previous years. A dependent T-Test showed that there was not a significant difference between reading achievement and gender. A correlation test revealed that there was a relationship between word recognition scores and reading comprehension scores.","abstract_html":"The hypothesis of this research project was to determine if there was a significant relationship between children who were read to by their caregivers in previous years and children who were not read to by their caregivers in previous years. The relationship between reading achievement and gender was also examined in this research study. Twelve fourth grade students (six male, six female) were asked to complete a questionnaire about their reading practices and take a brief two part reading assessment, consisting of word recognition and reading comprehension. A two way between groups ANOVA revealed that there was not a significant difference between children who were read to by their caregivers in previous years and children who were not read to by their caregivers in previous years. A dependent T-Test showed that there was not a significant difference between reading achievement and gender. A correlation test revealed that there was a relationship between word recognition scores and reading comprehension scores.","abstract_has_math":false,"creators":["Williams, Ashley"],"institution":null,"degree_name":"M.A. School Psychology-Professional School Psychology","degree_level":"Thesis","degree_discipline":"Educational Services, Administration, and Higher Education","degree_department":null,"school":null,"contributors":["Klanderman, John"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-07-25T07:00:00Z","date_published":"2011-07-25T07:00:00Z","updated_at":"2026-07-24T04:13:09Z","subjects":["Oral reading; Reading comprehension","Child Psychology","Student Counseling and Personnel Services"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/342","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Klanderman, John"]},{"key":"dc:creator","label":"Author","values":["Williams, Ashley"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-03-03T19:59:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services, Administration, and Higher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. School Psychology-Professional School Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Oral reading; Reading comprehension","Child Psychology","Student Counseling and Personnel Services"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/342"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The hypothesis of this research project was to determine if there was a significant relationship between children who were read to by their caregivers in previous years and children who were not read to by their caregivers in previous years. The relationship between reading achievement and gender was also examined in this research study. Twelve fourth grade students (six male, six female) were asked to complete a questionnaire about their reading practices and take a brief two part reading assessment, consisting of word recognition and reading comprehension. A two way between groups ANOVA revealed that there was not a significant difference between children who were read to by their caregivers in previous years and children who were not read to by their caregivers in previous years. A dependent T-Test showed that there was not a significant difference between reading achievement and gender. A correlation test revealed that there was a relationship between word recognition scores and reading comprehension scores."]},{"key":"dc:title","label":"Title","values":["The relationship between nighttime reading with children by their caregivers and reading achievement"]}]}],"canonical_facts":{"dc:contributor":["Klanderman, John"],"dc:creator":["Williams, Ashley"],"dc:date.available":["2020-03-03T19:59:00Z"],"dc:description.abstract":["The hypothesis of this research project was to determine if there was a significant relationship between children who were read to by their caregivers in previous years and children who were not read to by their caregivers in previous years. The relationship between reading achievement and gender was also examined in this research study. Twelve fourth grade students (six male, six female) were asked to complete a questionnaire about their reading practices and take a brief two part reading assessment, consisting of word recognition and reading comprehension. A two way between groups ANOVA revealed that there was not a significant difference between children who were read to by their caregivers in previous years and children who were not read to by their caregivers in previous years. A dependent T-Test showed that there was not a significant difference between reading achievement and gender. A correlation test revealed that there was a relationship between word recognition scores and reading comprehension scores."],"dc:identifier":["https://rdw.rowan.edu/etd/342"],"dc:subject":["Oral reading; Reading comprehension","Child Psychology","Student Counseling and Personnel Services"],"dc:title":["The relationship between nighttime reading with children by their caregivers and reading achievement"],"thesis:degree_discipline":["Educational Services, Administration, and Higher Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. School Psychology-Professional School Psychology"]},"updated_at":"2026-07-24T04:13:09Z"}