Mother-daughter cohesion and the daughter's ability to read as an incoming freshman
Abstract
First semester freshman female students enrolled in UNIV 1301 courses at the University of Texas at El Paso were selected to participate in completing the Wide Range Achievement Test-3 (WRAT-3) and the Family Adaptability and Cohesion Evaluation Scale IV (FACES IV). These assessments were used to determine whether there was a significant effect on the students' cohesion in the Mother-Daughter relationship and the students' ability to read. Factors such as the students' parental marital status, still living with parents, and English as a second language were also examined in the study. Chi Square results indicated that cohesion, as well as parental marital status and living with parents are significant factors associated with higher levels of reading achievement.
Subject Area
Educational psychology|Higher education
Recommended Citation
Anderson, Clayton Daniel, "Mother-daughter cohesion and the daughter's ability to read as an incoming freshman" (2006). ETD Collection for University of Texas, El Paso. AAI1439490.
https://scholarworks.utep.edu/dissertations/AAI1439490