Familial and psychological effects on students' reading achievements: Linear structural relations (LISREL) approach

The purpose of this study is to investigate the effects of familial and psychological factors on reading achievement, and to establish a theoretical model linking home background, parental involvement, and psychological orientation, to time spent reading, and reading achievement. The data for the study were selected from the senior cohort of Base Year (1980) of the High School and Beyond (HSB) data base. A total of 1849 high school seniors--846 boys and 1003 girls--with complete responses were studied in this research.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Liu, Shung-Yi Sandy

Contributors dc:contributor

• Wardrop, James L.

• Education, Tests and Measurements
• Education, Educational Psychology
• Education, Reading

Statement dc:rights

• Copyright 1992 Liu, Shung-Yi Sandy

Language dc:language

eng

Identifier

AAI9236524
(UMI)AAI9236524

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/22152