Over the last ten years many studies have focused on children’s difficulties with reading. Oakhill pointed out difficulty in understanding and remembering the text .In his study good comprehends did well on faculty, literal and infer type question than poor comprehends. Identifying the difficulties in reading comprehension is not the only consideration of researcher in this field. In fact the experiences in the schooling and home entail multitudes of factors that affect the reading literacy.
-Parent’s education:
Parents educational level, especially which of the mother has also been found to be a significant family characteristics impacting on parent involvement in school activities which in turn enhances children’s self-esteem and school performance.
In developing countries where primary education is not universal and access to it is often determined by income level and social status, the question of parent education on children’s reading becomes even more significant.
-Child behavior and reading:
Researchers have written that poor readers and good readers behave differently. Psychologists and education have done considerable research on classroom behavior of primary grade children. Confusion arises about behavioral characteristics of good and poor comprehends when clinically derived subjective description are compared with objectively measured classroom behavior and home behavior. Classroom behavior reflects child home behavior. For diagnostic purpose the agreement between the ratings of classroom and home has been sought out by many researchers. Vaughn examined the relationship between types of aggression and socio-metric status. They sought peer and teacher perception. This study did not examine parents’ perceptions about child’s aggressive behavior.
It is expected that significant correlation will be found between reading comprehension of child and of parents was further expected that home behavior of good comprehenders and poor comprehenders will be significantly different.

-Conclusion and short discussion
A consistent finding shows that the involvement of parents in reading helps children to comprehend the written material correctly. The correlational nature of the data, however precludes making a causal connection between parents listening their child to read or read to the child and reading comprehension ,certainly an intervention is needed for to further test the hypothesis.
The educational level of mother was positively related with child’s reading appears that educated mothers steer their children towards better comprehension that their less-or- not-educated counterparts. The findings of this study indicates that parents need to make aware of these factors and may be provided with support skill strategies which will enable them to become involved in their child education. One implication of this study is that parent’s literacy development needs to be targeted along with that of children. The study also points to the need for further research on factors influencing child’s appropriate behavior at home, so that suitable strategies for helping parents acquire appropriate skills can be developed to existing cultural, social and individual skills
Further research is conducted to discover the particular strengths and behavior of parents with low literacy, which might still enrich and support child’s reading comprehension.

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