Parents' perceptions of factors affecting the reading development of intellectually superior accelerated readers and intellectually superior nonreaders
- 1 June 1987
- journal article
- research article
- Published by Taylor & Francis in Reading Research and Instruction
- Vol. 26 (4), 239-246
- https://doi.org/10.1080/19388078709557913
Abstract
The study investigates differences in written language experiences of intellectually superior nonreaders and intellectually superior accelerated readers. The subjects were 30 four‐ and five‐year‐old children, 15 nonreaders and 15 accelerated readers. The mothers responded to a 269 item questionnaire designed to assess the home environment with respect to print concepts and a variety of literary experiences. A multivariate analysis of variance revealed statistically significant differences between the two groups, F (4, 25)=7.39, p < .0004. Univariate tests were statistically significant for two of the four major questionnaire constructs, story recall and concepts about print. The major conclusion is that accelerated readers in this age group tend to have mothers who have deliberately provided their children with reading instructions.Keywords
This publication has 3 references indexed in Scilit:
- Reading and young gifted childrenRoeper Review, 1983
- Successive Approximation and Beginning ReadingThe Elementary School Journal, 1975
- Spelling Ability of a Self-Taught ReaderThe Elementary School Journal, 1963