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Abstrak :
ABSTRAK
Penelitian ini dilakukan untuk melihat hubungan antara keterlibatan orang tua dan keterampilan pemahaman bacaan, baik tingkat kognitif maupun metakognitif, pada siswa SD kelas 3 dengan status sosial ekonomi rendah. Pengukuran keterlibatan orang tua dilakukan menggunakan alat ukur yang diadaptasi dari Parental Support for Learning Scale PSLS yang disusun oleh Rogers, Markel, Midgett, Ryan, dan Tannock 2014 . Pemahaman bacaan tingkat kognitif diukur menggunakan alat ukur Indonesia Membaca yang dikembangkan oleh Save the Children 2015 . Kemudian pemahaman bacaan tingkat metakognitif diukur dengan alat ukur milik Royanto 2012 dengan menggunakan protokol membaca dengan topik burung hantu. Partisipan pada penelitian ini adalah 31 siswa kelas 3 SD yang tinggal di Kabupaten Indamayu, Jawa Barat. Teknik analisis yang digunakan adalah partial correlation karena inteligensi anak merupakan variabel yang dikontrol. Hasil menunjukkan bahwa tidak ada hubungan antara keterlibatan orang tua dan keterampilan pemahaman bacaan, baik pada tingkat kognitif maupun metakognitif. Selain itu, ditemukan bahwa terdapat hubungan antara lama belajar anak di rumah dan keterlibatan orang tua.

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ABSTRACT
The objective of this research is to investigate the relationship between parental involvement and reading comprehension, in cognitive and metacognitive level, on elementary students grade 3 with low socioeconomic status. Parental involvement is measured with adaptation of Parental Support for Learning Scale PSLS which was created by Rogers, Markel, Midgett, Ryan, dan Tannock 2014 . Reading comprehension in cognitive level is measured with Indonesia Membaca scale created by Save the Children 2015 . Reading comprehension in metacognitive level is measured with reading comprehension scale created by Royanto 2012 which use reading passages to investigate metacognitive strategies. Characteristic of this research participant is 3rd grade elementary school in Indramayu Regency, West Java N 31 . This study is using partial correlation for statistical analysis because intelligence variable is being controlled. The result showed that there is no significant correlation between parental involvement and reading comprehension in cognitive and metacognitive level. Results also indicated that child rsquo s duration of study at home correlated with parental involvement. Further research will discuss about these variables.

Abstrak :
A program for parents and professionals on how to raise kids who love to read, featuring interviews with childhood development experts, advice from librarians, tips from authors and children's book publishers, and reading recommendations for kids from birth up to age five.

Abstrak :
Research confirms that reading success starts with young children enjoying library storytimes! Preschoolers? earliest experiences with books and reading are important; parent/caregiver knowledge can build on those experiences, according to research from the National Institute of Child Health & Development, conducted with PLA and ALSC, the co-initiators of the Every Child Ready to Read@your library® program.