Parental Involvement in the Reading Instruction of Young Children
Greetings. The following materials are intended to provide an introduction to Parental Involvement in the Reading Instruction of Young Children . They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Zeynep B. Erdiller
Reference Specialist
ERIC Clearinghouse on Reading, English and Communication
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
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Citations From the ERIC Database
AN: ED442090
AU: Glass,-Laurie; Peist,-Linda; Pike,-Beth
TI: Read! Read! Read! Training Effective Reading Partners.
PY: 2000
AV: Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320 ($27.95). Tel. 805-499-9774. Web site: http://www.corwinpress.com; email: order@corwinpress.com.
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DE: *Parent-Participation; *Parent-Student-Relationship; *Parent-Workshops; *Reading-Instruction; *Reading-Skills; *Reading-Strategies
DE: Case-Studies; Elementary-Education; Literacy-; Parents-as-Teachers
AB: Based on the premise that by engaging parents as effective partners, teachers and students win at the reading game, this book aims to help teachers tap into all the resources of school and home to maximize children's learning potential. The book provides teachers with a concrete framework for training parents to learn strategic techniques in helping their children read. It includes everything an educator needs to know to conduct a parent workshop: a comprehensive step-by-step guide to facilitate parent workshops; concrete tips to involve parents; communication skills to help parents help students; an overview of the developmental aspects of reading; the role of phonics in the reading process; the use of real literature in reading; a reproducible parent handbook; strategies for helping students with specific reading difficulties; and tips for creating a supportive learning environment. The book is organized in a concise manner, with each chapter self-contained in terms of the concepts and topics discussed, and with references. It is intended for educators, curriculum supervisors, administrators, and anyone who wants to learn how to successfully integrate parents into the development of children's literacy. (NKA)
AN: ED439395
AU: Summers,-Claudia
TI: Collaborative Action Research Summary. How To Help Children Learn To Read.
PY: 2000
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED439395
DE: *Low-Achievement; *Parent-Participation; *Phonics-; *Reading-Improvement; *Reading-Instruction
DE: Action-Research; Grade-1; Primary-Education; Reading-Achievement; Reading-Aloud-to-Others; Reading-Attitudes; Word-Lists
AB: A study examined the effectiveness of specific teaching strategies in the reading curriculum that would help underachieving first-grade students meet reading standards by the end of the school year. Subjects, 6 underachieving students, were given the Basic Phonics Skills Test (BPST), the Results high frequency word list, and the Results reading test at the beginning, middle, and end of the school year. Three strategies and interventions were used: phonics/phonemic awareness instruction, reading in leveled decodable books at least four times a week, and learning the first 100 high frequency words. Parents were also encouraged to participate: students took the decodable books home and read them to their parents. Results indicated that (1) the scores on the BPST correlated with the reading level scores of the students; (2) students who returned their decodable books each day and exchanged them for new books had higher reading scores than those who did not read at home each day; (3) the more high frequency words a student knew, the higher his/her reading level was; (4) parents believed the strategies were key to their child's successful reading development; and (5) students who read at home on a consistent basis showed more of a desire to read independently. An action plan based on these findings includes assessing students' reading progress throughout the year; teaching phonemic awareness; teaching a daily systematic program of phonics instruction; teaching the first 100 high frequency words; using leveled/decodable books; having students take home books; and involve parents in their child's reading development. (RS)
AN: ED437625
AU: Thogmartin,-Mark-B.
TI: Teach a Child To Read with Children's Books. Combining Story Reading, Phonics, and Writing To Promote Reading Success. Third Edition.
CS: ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN.
PY: 2000
AV: ERIC Clearinghouse on Reading, English, and Communication, Indiana University, 2805 E. 10th Street, Suite 150, Bloomington, IN 47408-2698; EDINFO Press, PO Box 5247,Bloomington, IN 47407.
NT: Foreword by Jim Trelease. Published with EDINFO Press. See ED 413 577 for the second edition.
PR: EDRS Price MF01/PC10 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED437625
DE: *Beginning-Reading; *Childrens-Literature; *Parent-Child-Relationship; *Parent-Participation; *Reading-Instruction; *Reading-Writing-Relationship
DE: Childrens-Writing; Early-Childhood-Education; Home-Study; Individual-Instruction; Parent-Role; Phonics-; Reading-Aloud-to-Others; Reading-Motivation; Tutoring-; Young-Children
AB: This guide shows parents how to combine story reading, phonics, and writing to help their children develop into skilled and motivated readers. The guide discusses how to prepare children for reading success; how to use children's literature to promote learning and enjoyment; why combining book experiences and phonics is better than using either approach alone; ways to use writing to enhance children's reading progress; why reading aloud is important; and which books to use and where to find them. Chapters in the guide are: (1) "The 'Great Debate'"; (2) "Acquiring Language and Learning To Read"; (3) "Early Readers: What Can They Teach Us?"; (4) "What Works? One Successful Program"; (5) "Using 'Real Books' in Your Program"; (6) "Preparing for Formal Lessons"; (7) "Book Reading and Strategy Development"; (8) "Learning about Letters, Sounds, and Words"; (9) "Story Writing in the Reading Lesson"; and (10) "Putting It All Together: A Sample Lesson." Contains 79 references. Appendixes present a 600-item bibliography of children's trade books; a special note for Christian educators; and advice on establishing a tutoring project. (RS)
AN: EJ598838
AU: Cairney,-Trevor-H.; White,-Nora-L.
TI: "Winners and Losers" in the Development of Home-School Literacy Partnerships: An Analysis of Discourses of Power.
PY: 1999
SO: English-in-Education; v33 n3 p82-102 Aut 1999
NT: Paper from the International Federation for the Teaching of English Conference on the "Power of Language" (July, 1999, United Kingdom).
DE: *Family-School-Relationship; *Parent-Participation; *Parents-as-Teachers; *Reading-Instruction
DE: Case-Studies; Elementary-Education; Reading-Aloud-to-Others
AB: Reports on research into how parents take strategic action on their children's behalf to increase their educational opportunities. Presents two cases that reveal strikingly different responses to school-imposed literacy practices. Examines specific literacy practices that are honored and dishonored in the name of "parental involvement." (NH)
AN: ED437620
AU: Foes,-Kathy; Sloan,-Megan
TI: Improving Student Independent Reading Skills through Direct Phonics Instruction.
PY: 1999
NT: Master's Action Research Project, Saint Xavier University/IRI Skylight.
PR: EDRS Price MF01/PC04 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED437620
DE: *Independent-Reading; *Instructional-Effectiveness; *Parent-Participation; *Phonics-; *Reading-Instruction; *Reading-Motivation
DE: Action-Research; Low-Achievement; Primary-Education; Reading-Improvement; Reading-Skills
AB: This report describes a program for improving student independent reading skills through direct phonics instruction. Students were exhibiting inadequate reading skills, which interfered with academic achievement. The targeted population consisted of second and third grade students from a northwestern Illinois city of about twelve thousand. Problems were documented from data showing students were reading below grade level. Students were unable to sound out words or read fluently, and were not successful, independent readers. Oral reading fluency tests were administered during May of 1998. The students scored below average in the Illinois Goal Assessment Program. The students were given a Motivation to Read Survey to determine desires and attitudes toward reading. Analysis of probable causes revealed the targeted school had no formal phonics curriculum in place. The reading curriculum was a literature-based, whole language basal reader series, with vocabulary that was too difficult for many students to decode. Students and teachers were frustrated with lack of success in reading. After a review of professional literature and an evaluation of the current curriculum, it was determined that there was a need for a systematic method of teaching reading that did not depend on a home-based background of literacy. Intervention strategy included teaching a direct phonics curriculum, the use of a reading motivation program, frequent testing and intervention, parent involvement, and peer coaching. Results of post intervention data indicated that direct phonics gave students the strategies to become independent readers when combined with a program using whole reading experiences with peer and parental involvement. Contains 32 references, and 6 tables and 10 figures of data. Appendixes contain survey instruments, reading tests, worksheets, parent participation materials, phonics games, and a sample Accelerated Reader Reading Record report. (Author/RS)
AN: ED435985
AU: Sheets,-Glen-N.; Buyer,-Linda-S.
TI: Examining the Effects of Shared Book Reading across Age-Groups.
PY: 1999
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED435985
DE: *Parent-Participation; *Reading-Instruction; *Reading-Motivation
DE: Elementary-Education; Interest-Research; Preschool-Education; Reading-Research
AB: A study investigated whether increasing the motivation/interest for children and their families to engage in more frequent and higher quality shared book reading interactions will significantly increase the vocabulary and reading/reading readiness abilities of school-aged and preschool children. Subjects were 30 preschool and 30 school-aged children and their families from Kankakee County, Illinois, who signed up for the research (57 completed the study). They were divided into treatment groups and control groups for each age level and location--Kankakee and Bourbonnais. Children were pretested; t-tests were conducted, and test scores were not found to be significantly different for each group. Treatment group children were located at Kankakee, and control group children were located at Bourbonnais. Parents kept a running record on forms provided of how many books they read with their children during the program's period. Re-reading was allowed, and each reading counted as a separate event on the list. Parents in the two treatment groups were given a "Book Reading Suggestions" sheet with eight ways to improve book reading quality, and whether parents followed these suggestions was monitored. The most books read by any family was 56; the median number of books read was 29. Findings suggest that receptive vocabulary and reading ability appear to develop along separate lines. The "folk wisdom" effects of shared book reading upon the development of either vocabulary or reading ability were not found. (Contains 60 references, and 2 tables of data and a figure; appendixes with definitions, abbreviations, and parent questionnaires are attached.) (NKA)
AN: EJ594089
AU: Greenhough,-Pamela; Hughes,-Martin
TI: Parents' and Teachers' Interventions in Children's Reading.
PY: 1998
SO: British-Educational-Research-Journal; v24 n4 p383-98 Sep 1998
DE: *Literacy-; *Parent-Attitudes; *Parent-Role; *Reading-Ability; *Reading-Instruction; *Teacher-Role
DE: Childrens-Literature; Elementary-Education; Foreign-Countries; Higher-Education; Reading-Attitudes
AB: Examines the ways in which parents and teachers interacted with children while listening to them read. Finds that parents concentrated on decoding the text, while teachers read to the children or discussed the text with them (conversing). Reveals that conversing occurred frequently among teachers but not parents; behaviors demonstrate parental attitudes towards literacy. (CMK)
AN: EJ577015
AU: Glassner,-Sid-S.
TI: Parents and Personalized Reading.
PY: 1998
SO: Teaching-and-Learning-Literature-with-Children-and-Young-Adults; v8 n1 p110-12 Sep-Oct 1998
NT: Journal availability: Essmont Publishing, P.O. Box 186, Brandon, Vermont 05733-0186.
DE: *Parent-Role; *Parent-Teacher-Cooperation; *Reading-Instruction; *Reading-Programs; *Teacher-Expectations-of-Students; *Teacher-Responsibility
DE: Elementary-Education; Letters-Correspondence; Parent-Student-Relationship
AB: Recommends that teachers using a personalized literature-based reading program send a letter to parents detailing the expectations and responsibilities the teachers have for their students and the role parents play in the reading lives of children. Suggests ideas to be included in such a letter. (SR)
AN: ED420035
AU: McGuinness,-Carmen; McGuinness,-Geoffrey
TI: Reading Reflex: The Foolproof "Phono-Graphix" Method for Teaching Your Child To Read.
PY: 1998
AV: The Free Press, Simon and Schuster, Inc., 1230 Avenue of the Americas, New York, NY 10020 ($30).
NT: For a related book, see CS 013 199. "Phono-Graphix" is a registered trademark.
PR: Document Not Available from EDRS.
DE: *Coding-; *Parent-Participation; *Reading-Instruction; *Reading-Strategies; *Young-Children
DE: Reading-Diagnosis; Remedial-Instruction; Spelling-; Teaching-Methods
AB: Based on the premise that the missing piece of reading instruction is code knowledge, this book is about how to teach a code and the best way for children to learn it. The code used in the book maps 26 symbols to nearly 40 sounds--there are many different ways to spell most sounds, and many symbols stand for more than one sound. Following an introduction by Diane McGuinness, chapters in the book are titled: (1) Reading Explained; (2) Getting Started; (3) Teaching the Basic Code; (4) Adjacent Consonant Sounds; (5) Teaching the Advanced Code; and (6) Multisyllable Management. The book includes: simple diagnostic tests to determine a child's reading level; a "literacy growth chart" to help establish goals; detailed instructions on how to correct faulty reading strategies such as part-word reading and memorizing; lesson plans, hands-on materials, worksheets, stories, word exercises, and games; and lessons constructed to meet the interests and capabilities of children of all ages. An afterword, various tests, and a glossary conclude the book. (NKA)
AN: EJ558964
AU: Allington,-Richard-L.; Guice,-Sherry
TI: Learning to Read. What Research Says Parents Can Do to Help Their Children.
PY: 1998
SO: Our-Children; v23 n4 p34-35 Dec 1997-Jan 1998
DE: *Beginning-Reading; *Parent-Child-Relationship; *Parent-Role; *Phonics-; *Reading-Instruction
DE: Elementary-Education; Elementary-School-Students; Parent-School-Relationship; Parents-as-Teachers; Politics-of-Education; Story-Reading; Whole-Language-Approach
AB: In classrooms where all children become readers, teachers offer phonics, structured reading lessons, literature reading, story reading, and writing. Learning to read is influenced by frequent reading, knowledgeable teachers, writing, and discussing books. Parents can promote reading by providing language-rich environments, reading aloud, playing phonics games, and working with schools. A sidebar defines reading terms. (SM)
AN: EJ571643
AU: Richgels,-Donald-J.; Wold,-Linda-S.
TI: Literacy on the Road: Backpacking Partnerships between School and Home.
PY: 1998
SO: Reading-Teacher; v52 n1 p18-29 Sep 1998
DE: *Emergent-Literacy; *Parent-Participation; *Reading-Improvement
DE: Grade-1; Instructional-Materials; Parent-Attitudes; Parent-Student-Relationship; Primary-Education; Reading-Instruction; Reading-Programs; Student-Reaction
AB: Describes the "Three for the Road" reading program which sends children home with a backpack containing specific sets of books, activity suggestions, and materials (puppets, a response journal, and writing materials). Elaborates theoretical foundations of the program, tells how to implement it, and shares examples of first graders' and their parents' responses to it. (SR)
AN: EJ560775
AU: Linek,-Wayne-M.; Rasinski,-Timothy-V.; Harkins,-Donna-M.
TI: Teacher Perceptions of Parent Involvement in Literacy Education.
PY: 1997
SO: Reading-Horizons; v38 n2 p90-107 1997
DE: *Literacy-Education; *Parent-Participation; *Parent-Role; *Reading-Instruction; *Teacher-Attitudes
DE: Elementary-Education; Intermediate-Grades; Interviews-; Junior-High-Schools; Literacy-; Middle-Schools; Teacher-Surveys
AB: States that parent involvement appears to hold great potential for the improvement of literacy education. Interviews over 60 teachers about their attitudes toward parent involvement in reading. Indicates that teacher perceptions of what constitutes parent involvement differed by grade level, and teacher perceptions of parent role appeared to restrict involvement and limit dialog. (PA)
AN: ED437652
TI: Beginning Reading Instruction: Practical Ideas for Parents (Instruccion para comenzar a leer: ideas practicas para padres de Familia).
CS: Texas Education Agency, Austin.
PY: 1997
AV: Publications Distribution Office, Texas Education Agency, P.O. Box 13817, Austin, TX 78711-3817 ($2 if nonprofit institution, $3 for all others).
NT: Spanish language volume report number is GE8-160-01 (Spanish).
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED437652
DE: *Beginning-Reading; *Parent-Participation; *Reading-Instruction; *Reading-Strategies
DE: Early-Childhood-Education; Learning-Activities; Reading-Aloud-to-Others; Spelling-; Vocabulary-Skills
AB: Noting that children's success as learners rests on their ability to read well, this booklet provides parents with information about learning to read and includes activities for them to use in helping their children become readers. Twelve essential components of research-based reading programs are discussed: components 1 through 5 list activities that can be used with all young children but particularly with preschoolers. Components 6 through 12 include activities that can be used primarily with children as they are learning to read at school. The 12 components stipulate that children have opportunities to: (1) expand their use and appreciation of spoken language; (2) expand their use and appreciation of printed language; (3) hear good stories and informational books read aloud daily; (4) understand and use the building blocks of spoken language; (5) learn about and use the building blocks of written language; (6) learn the relationship between the sounds of spoken language and the letters of written language; (7) learn decoding strategies; (8) write and relate their writing to spelling and reading; (9) practice accurate and fluent reading in decodable stories; (10) read and comprehend a wide assortment of books and other texts; (11) develop and comprehend new vocabulary through wide reading and direct vocabulary instruction; and (12) learn and apply comprehension strategies as they reflect upon and think critically about what they read. (RS)
AN: ED417031
AU: Bickart,-Toni-S.; Dodge,-Diane-Trister; Jablon,-Judy-R.
TI: What Every Parent Needs To Know about 1st, 2nd & 3rd Grades: An Essential Guide to Your Child's Education.
PY: 1997
AV: Teaching Strategies, Inc., P.O. Box 42243, Washington, DC 20015; phone: 800-637-3652; fax: 202-364-7273; e-mail: TSI7543@aol.com ($12.95).
NT: Co-published by Teaching Strategies and Sourcebooks, Inc.
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DE: *Grade-1; *Grade-2; *Grade-3; *Parent-Role; *Parent-Student-Relationship
DE: Classroom-Environment; Homework-; Mathematics-Instruction; Parent-Materials; Primary-Education; Reading-Instruction; Science-Instruction; Social-Studies; Teaching-Methods; Writing-Instruction
AB: Noting the crucial role parents play in their child's academic success, this book offers parents guidance in supporting their child's education in the primary grades. The book's chapters are: (1) "Learning in the Early Grades," including questions parents ask, what 6- to 8-year-old children are like, principles that make learning effective, why schools need to be different today, what to look for (a parent's checklist), and how to get involved; (2) "The Best Classroom for Your Child," exploring the classroom as a workplace and the classroom as a community; (3) "How Children Become Readers," including phonics and whole language; (4) "How Children Become Writers"; (5) "How Children Become Mathematical Thinkers"; (6) "How Children Learn Social Studies"; (7) "How Children Become Scientific Thinkers"; (8) "How Children's Learning Is Assessed," including purposes and
AN: EJ519662
AU: Hayden,-Ruth
TI: Training Parents as Reading Facilitators (Literacy Learning Outside the Classroom).
PY: 1996
SO: Reading-Teacher; v49 n4 p334-36 Dec-Jan 1995-96
DE: *Parent-Participation; *Parents-as-Teachers; *Reading-Improvement; *Reading-Instruction
DE: Elementary-Education; Parent-Student-Relationship
AB: Describes the paired reading approach and discusses why it appears to be more successful than other home reading activities in which parents help their children learn to read. (SR)
AN: ED377465
AU: Rasinski,-Timothy-V., ed.
TI: Parents and Teachers: Helping Children Learn To Read and Write.
PY: 1995
AV: Harcourt Brace and Co., 6277 Sea Harbor Dr., Orlando, FL 32887-6777 ($24).
PR: Document Not Available from EDRS.
DE: *Parent-Participation; *Parent-Teacher-Conferences; *Parent-Teacher-Cooperation; *Reading-Aloud-to-Others; *Reading-Instruction; *Writing-Instruction
DE: Beginning-Reading; Elementary-Education; Family-Environment; Gifted-; Parent-Child-Relationship; Reading-Habits; Story-Telling; Student-Evaluation; Television-Viewing
AB: Intended to provide practical amd proven ideas to help children develop as literate persons, this book presents 24 essays on diverse topics to help teachers and parents realize the potential they have for improving children's literacy development. The ideas presented in the book are based on sound research, theory, and actual practice. After an introduction ("Teacher-Parent Partnerships" by Timothy Rasinski), chapters in the book are: (1) "Seven Steps to Creating a Literate Home Environment" (Mary Steele Mastain); (2) "About Play, Literacy, and Growing Up" (Kathy Roskos); (3) "Storytelling Connections: Ways to Catch Children's Imaginations and Excite Them about Learning" (Olga Nelson); (4) "Children Never Outgrow 'Read Me another...'" (Karla Hawkins Wendelin); (5) "It's Not Just What You Do but How You Do It That Counts" (David F. Lancy); (6) "Hundreds of Books, Thousands of Books...Finding Good Books for Eager Readers" (Barbara Peterson); (7) "Linking Children to the Past through Historical Fiction" (Susan S. Lehr); (8) "Paired Reading: A Positive Approach to Parent-Child Reading Time" (Louisa Kozey); (9) "Reading Aloud to Older, Independent Readers" (Daniel Woolsey); (10) "Becoming Readers and Writers Together" (JoBeth Allen); (11) "Demystify the Written Word and Make Writing a Lifelong Adventure" (Sally Hudson-Ross); (12) "The Role of Lists in Family Literacy" (Nancy Padak and Timothy Rasinski); (13) "Helping Develop Competent Spellers: Parents and Children Working Together" (Jerry Zutell); (14) "Using Computers to Promote Literacy" (Linda DeGroff); (15) "Television and Literacy" (David Reinking and Douglas Pardon); (16) "Understanding Changes in Beginning Reading (and Writing) Instruction" (Susan Carey Biggam); (17) "Nurturing Children's Literacy Development through Parent-Teacher Conferences" (Anthony D. Fredericks); (18) "Literacy Is for All Languages: Building Literacy in Nonnative English-Speaking Homes" (Sally Nathenson-Mejia); (19) "Reading, Writing, and Giftedness" (Beverly Shaklee); (20) "Parent Volunteers: Partners in Literacy" (Elizabeth Gibbons Pryor); (21) "The Problems and Promises of Dealing with Principals" (Fredrick R. Burton); (22) "Reading Instruction in the Intermediate Grades: Preferred Practices" (Karen D. Wood and Robert J. Rickelman); (23) "Parental Roles in Reading and Writing Evaluation" (Jan Turbill and JoBeth Allen); and (24) "Parents and Schools Assessing Literacy Growth Together" (J. Michael Ritty). (RS)
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Other Resources (available either for sale or via interlibrary loan)
Title: The role of family literacy environments in promoting young children's emerging literacy
skills
Authors: Britto, Pia Rebello, Rebello, Pia,; 1966- , Brooks-Gunn, Jeanne,
Year: 2001
Publisher: San Francisco : Jossey-Bass
Title: The gift of reading : a guide for educators and parents
Author: Bouchard, Dave; Sutton, Wendy K.
Year: 2001
Publisher: Victoria, B.C. : Orca Book Publishers
Title: Best books for kids who (think they) hate to read :125 books that will turn any kid into a
lifelong reader
Author: Backes, Laura.
Year: 2001
Publisher: Roseville, Calif. : Prima Pub
Title: Helping your child become a reader : with activities for children from infancy through
age 6
Authors: DeBruin-Parecki, Andrea. ; Perkinson, Kathryn. ; Ferderer, Lance. ; McGee, Barbara J.
Year: 2000
Publisher: U.S. Dept. of Education, Office of Educational Research and Improvement
Title: Improving reading and learning a practical guide for parents and tutors
Author: Smith, Carl Bernard.
Year: 2000
Publisher:[Bloomington, Ind.] : ERIC Clearinghose on Reading, English and Communication
Title: Raising a reader, raising a writer : how parents can help.
Authors: National Association for the Education of Young Children
Year:1998
Publisher: National Association for the Education of Young Children,
Title: Plant a seed- read : 101 activities to motivate children to read
Authors: Lewis, Gwendolyn R., Reese, Patricia.
Edition and Year: Rev. ed,,1996
Publisher: Detroit, Mich. (P.O Box 10595, Detroit, Michigan, 48210) : G.R. Lewis
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