Parent Involvement

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					 Parent Involvement

  One Key to Reading Success

Western Regional IRA Conference
          Seattle, WA
           Fall, 2008
Dr. Barbara Honchell
University of North Carolina Wilmington
Wilmington, NC
honchellb@uncw.edu

Dr. Sandy Jones
Saint Andrews Presbyterian College
Laurinburg, NC
jonessp@sapc.edu
         Parent Involvement:
           Research Base

Evidence says parent involvement will make
 learning to read easier and more
 meaningful. (Walde & Baker, 1990;
 Education Alliance, 2007)
             Research…
Parents play a significant role in helping
 children to become readers and writers
 when involvement is substantive, ongoing,
 and consistent. (Henderson & Mapp,
 2002)
              Research…
Reading activity at home influences reading
 achievement and reading attitudes.
 (Rowe, 1991)
               Research…

Early literacy skills are
 related to home
 environment and
 reading proficiency
 through the primary
 years. (Rowe, 1991)
             Research…
Most parents are willing to work with their
 children but…they don’t know how to help.
 (Chavkin & Williams, 1985)
      Assessment Tool
         Directions

Give yourself 5 points on each
question if you feel that what you are
doing is “excellent”,
0 points for “poor”, or any
score in between you
 think you deserve.
1. My child sees me reading something
   every day.
2. I have my own library card. We make
   regular trips to the library.
3. Things to read are easy to find in our
   home.
4. Sometimes I talk with my child about
   what I am reading.
5. My child and I often read things aloud to
   each other.
          Rating Scale: How did you
                 score?
25-20 Excellent, you are right on track. Talk to
  your child’s teacher for some new ideas.

19-15 Good work, you could try some suggestions
  from your child’s teacher that will raise your
  score.

14-0 There are some easy things to do that would
  really help your child. Your child’s teacher will be
  glad to help you.
   Read Something Every Day
• Read every day at a regular time.
• Read from a variety of materials
  like magazines and newspapers.
• Choose what is interesting to you
  and your child: sports, comics, or animal stories.
• Talk about what you read.
• Ask your child’s opinion about what he reads.
Have a Library Card and Make Regular
          Trips to the Library
• Spend quality time with your child at the library.
• Encourage your child to look for many kinds of
  reading materials.
• Take advantage of story hour, computer usage,
  family night, summer reading clubs.
• Remember the librarian is there to help you.
• Get a family library card, it is free in most
  communities.
• Use your school library as well as the public
  library.
Have Reading Materials in Easy to
 Access Locations in Your House




• Turn off the TV and read regularly.
• Share stories at bedtime.
• Share your favorite childhood stories with your
  child.
• Talk about what you are reading together.
• Have books within easy reach.
Talk to Your Child about What You
 are Reading or Watching on TV


• Ask questions about what you read.
• Talk about new words.
• Play word games like “I Spy”
Read Aloud to and with Your Child
•   Read and reread favorite stories.
•   Read with your child all school year long.
•   Read with your child in the summertime.
•   Take turns reading pages or reading in
    unison.
• When your child is
  reading to you, do not
  correct a mistake if the
  error makes sense.
• If a word is really hard,
  tell your child the word
  and move on.
• Reward your child’s reading efforts by
  commenting on the things he/she is doing well.
• Some mistakes are okay. Don’t worry about every
  mistake your child might make when reading.
    Four Important Things to Keep in
    Mind when Working with Parents


•   Concrete Examples
•   Opportunities for Reading
•   Specific Praise
•   Tools (bookmark example)
               Conclusion
We cannot expect that parents will know what to
do to help just
because they are parents.
Parents must rely on us to
provide the information
about the literacy practices
that will best meet the
needs of their children.
(Honchell & Jones, 2008)

				
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