The Role Of Parent's Supportive Activities on Student's Reading Literacy Performance: Testing Model Invariance Based on Gender

In the last decade the importance of supporting parents of children in the teaching-learning process, has attracted considering many policymakers, educators, parents and the media: it has attracted. The study aimed to investigate the role of personal and family activities on reading literacy performance of students in fourth grade was based on the PIRLS 2011. The research method used was correlational descriptive and the statistical population consisted of all elementary fourth grade students in the academic year of 2010-2010. Through three-stage (fourth grade, schools, students) random stratified cluster design, selected 5318 students (2473 girls and 2845 boys). A researcher-made questionnaire was used to collect data. To determine the reliability of the questionnaires, exploratory and confirmatory factor analysis was used. Tools that used in this research included social- economic status(α= 0.78), Student’s attitude to reading (α= 0.71), parent’s attitude to reading (α= 0.85), primary abilities of reading (α= 0.93), primary activities of reading (α= 0.83), home reading activities (α= 0.74), parent-student literacy interaction (α= 0.78). After confirmation of measuring model, results indicated that in invariance model based on gender, there are significant difference in path coefficient of social economic status to parent attitude to reading, parent attitude attitude to home reading activities and primary reading abilities to reading literacy performance and effect of parent’s attitude to reading on reading activities in home and parent- student literacy interaction. Accordingly it can be say supportive role of parents effects directly and indirectly through the influence attitudes and educational resources in their children's performance in reading literacy.