Parental Involvement in the Writing Instruction of Young Children
Greetings. The following materials are intended to provide an introduction to Parental Involvement in the Writing 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.
Sibel Tatar
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
ERIC Clearinghouse on Elementary and Early Childhood Education
Parent Soup Magazine
The National Parenting Center
Children's Literature Web Guide
Parent resources
Understanding Beginning Writing
Help Your Child to Write Well
Citations from ERIC Database
AN: EJ636844
AU: Albee,-Julie-Jackson; Drew,-Margaret
TI: Off to the Write Start: A Parent-Teacher-Child Story.
PY: 2001
SO: Reading-Horizons; v41 n3 p129-41 2001
DEM: *Books-; *Childrens-Writing; *Emergent-Literacy; *Parent-Participation; *Parent-Student-Relationship
DER: Early-Childhood-Education; Parent-School-Relationship; Program-Descriptions
AB: Describes a parent involvement program for preschool, kindergarten, and first grade children, in which parents and their children come to school three evenings during the school year to work together to write a book. Describes the many benefits, including 100% parental involvement, literacy development for the children, student enthusiasm regarding reading and writing, and increased home-school communication. (SR)
AN: ED456894
AU: Bernard,-Susan
TI: The Mommy and Daddy Guide to Kindergarten: Real-Life Advice and Tips from Parents and Other Experts. A to Z.
PY: 2001
AV: Contemporary Books, 4255 West Touhy Avenue, Lincolnwood, IL 60712-1975 (U.S., $14.95; Canada, $21.95). Tel: 800-323-4900 (Toll Free); Tel: 847-679-5500.
NT: Written with Cary O. Yager.
PR: Document Not Available from EDRS.
DEM: *Kindergarten-; *Kindergarten-Children; *Parent-Student-Relationship; *Student-Adjustment
DER: After-School-Programs; Bilingual-Education; Child-Behavior; Classroom-Techniques; Discipline-; Educational-Practices; Gifted-; Home-Schooling; Multicultural-Education; Parent-Materials; Parent-Participation; Play-; Preschool-Curriculum; Preschool-Teachers; Primary-Education; Private-Schools; Public-Schools; Scheduling-; School-Readiness; Selection-; Student-Evaluation
AB: Noting that kindergarten is a time of dramatic change for parents as well as for the kindergarten child, this book presents information on a variety of topics related to kindergarten education. The book is based on interviews with kindergarten teachers, principals, parents, and several experts from higher education involved in kindergarten education. It introduces some of the decisions parents need to make and provides information to help them prepare their child and themselves for the transition. Arranged alphabetically, the topics discussed are: (1) age-appropriate behavior; (2) art; (3) before- and after-school programs; (4) bilingual education; (5) choosing a school; (6) classrooms; (7) computers; (8) curriculum; (9) daily schedule; (10) discipline; (11) first-day jitters; (12) friends; (13) gender; (14) gifted children; (15) homeschooling; (16) homework; (17) kindergarten readiness; (18) learning; (19) math; (20) multicultural education; (21) music; (22) nonpublic schools; (23) parent conferences; (24) parental involvement; (25) physical education; (26) play; (27) principals; (28) public school; (29) reading; (30) report cards; (31) science; (32) social studies; (33) special needs children; (34) teachers; (35) testing; (36) writing; and (37) the zen of kindergarten. Appended is a description of the signs of a good kindergarten classroom, a list of 52 resources, and a list of 16 national organizations related to kindergarten education. (KB)
AN: EJ629948
AU: McKay,-Roberta-A.; Kendrick,-Maureen-E.
TI: Images of Literacy: Young Children's Drawings about Reading and Writing.
PY: 2001
SO: Canadian-Journal-of-Research-in-Early-Childhood-Education; v8 n4 p7-22 Jan 2001
DEM: *Childhood-Attitudes; *Childrens-Art; *Emergent-Literacy; *Family-Influence; *Reading-; *Writing-Composition
DER: Age-Differences; Beginning-Writing; Childrens-Writing; Cultural-Influences; Family-Environment; Family-Involvement; Freehand-Drawing; Parent-Influence; Parent-Participation; Primary-Education; Reading-Attitudes; Social-Influences; Writing-Attitudes
AB: Explored images that young children construct of literacy in their lives, both inside and outside of school. Analysis of the drawings of 48 children in grades 1-3 revealed a shift in the children's images of themselves in relation to literacy with each grade level. The influence of home and family on literacy behaviors was also noted. (Author/TJQ)
AN: EJ604729
AU: Kelso,-Elizabeth-Baumann
TI: Talking to Write: A Mother and Son at Home.
PY: 2000
SO: Language-Arts; v77 n5 p414-19 May 2000
DEM: *Family-Influence; *Parent-Student-Relationship; *Parents-as-Teachers; *Writing-Improvement; *Writing-Instruction
DER: Grade-2; Primary-Education; Student-Attitudes; Writing-Processes; Writing-Research
AB: Describes how the author participated in her son Carl's writing process at home when she realized his growing resistance to writing in school in the second grade. Examines the in-class composing process and Carl's frustrations. Describes how she became Carl's scribe at home as he gradually discovered that writing could be a symbolic representation of his own voice. (SR)
AN: ED438528
AU: Nord,-Christine-Winguist; Lennon,-Jean; Liu,-Baiming; Chandler,-Kathryn
TI: Home Literacy Activities and Signs of Children's Emerging Literacy, 1993 and 1999. Statistics in Brief.
CS: Westat, Inc., Rockville, MD.
PY: 2000
AV: For full text: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2000026.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED438528
DEM: *Emergent-Literacy; *Family-Environment
DER: Beginning-Reading; Beginning-Writing; Comparative-Analysis; Parent-Child-Relationship; Parent-Participation; Preschool-Children; Preschool-Education; Reading-Aloud-to-Others; Reading-Skills; Writing-Skills
AB: This brief report presents information on the extent to which families are engaged in literacy activities with their 3- to 5-year-olds who are not yet enrolled in kindergarten. It also presents information on signs of emerging literacy, such as whether children recognize letters, can write their own names, or read or pretend to read. The report examines changes in both home literacy activities that families engage in, and signs of children's emerging literacy between 1993 and 1999. The report then examines the association between home literacy activities and signs of emerging literacy in 1999. Data used in the report are from the 1993 and 1999 National Household Education Surveys. (Contains 14 references, 5 endnotes, and 3 tables of data.) (RS)
AN: ED437643
TI: I Can Read and Write! How To Encourage Your School-Age Child's Literacy Development.
CS: International Reading Association, Newark, DE.
PY: 1999
AV: International Reading Association, 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139 ($2). Web site: http://www.reading.org.
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED437643
DEM: *Family-Environment; *Literature-Appreciation; *Parent-Student-Relationship; *Reading-Aloud-to-Others; *Reading-Material-Selection
DER: Libraries-; Parent-Teacher-Cooperation; Primary-Education; Reading-Instruction; Writing-Composition; Writing-Instruction
AB: This booklet suggests that parents read with their elementary-age child, allowing the child to participate in the reading. The booklet also shows how to make the home a reader-friendly environment, initiate writing activities with a child, and make family trips to the library. Sections of the booklet are: "Read to Your Child"; "The Family That Reads Together...Encourages School Success"; "How Do I Find Reading Materials?"; "Talk to Your Child"; "Don't Forget Writing"; "Show Off Your Love of Reading"; "Control the Television"; Take a Trip to the Library"; "Talk to the Teacher"; "Summer Time Is Reading Time"; and "A Parent's Job Is Never Done." (Contains lists of 18 books for children ages 4 to 8, 6 books for older children, 3 magazines for children, 4 Internet resources for children, and 10 resources for parents.) (RS)
AN: ED431886
TI: School Survival Kit for Parents. Helping Your Kids Cope with Reading, Writing, and Maths at School. Presenter's Guide. Workbook.
CS: Adult, Community, and Further Education Board, Melbourne (Australia).
PY: 1999
AV: Adult Education Resource and Information Service, Language Australia, GPO Box 372F, Melbourne, Victoria 3001, Australia.
PR: EDRS Price MF01/PC11 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED431886
DEM: *Parent-Education; *Parent-School-Relationship; *Parent-Student-Relationship; *Parent-Workshops
DER: Adult-Basic-Education; Educational-Resources; Elementary-Education; Foreign-Countries; Kindergarten-; Learning-Activities; Lesson-Plans; Parent-Participation; Parent-Role; Teaching-Methods
AB: Developed in Australia, this Survival Kit for Parents is a program to enable parents to help their children with kindergarten and primary school education. The kit provides hands-on knowledge and skills for parents in regard to their child's education, as well as allowing parents to work towards credit in general education for adults. The Survival Kit includes a presenter's guide and a workbook for participants. The presenter's guide provides information for each of the 14 topics covered in the participant's workbook and includes a topic overview, topic aims, and preparation needed. Each topic includes these two sections: a suggested lesson plan (presenter notes, discussion topics, and activities) and assessment tasks based on nine learning outcomes. For some topics, there is an additional section on homework. The following topics are covered: (1) introduction; (2) encouraging your child; (3) understanding your school; (4) children's literature; (5) reading; (6) writing; (7) spelling; (8) mathematics anxiety; (9) learning mathematics; (10) place value; (11) number skills; (12) metrics; (13) other school subjects; and (14) returning to study. In addition, the presenter's guide provides information on marketing the parent-education program, assessment tasks, and recordkeeping. (KC)
AN: EJ610274
AU: Butler,-Julia; Liss,-Carolee; Sterner,-Peggy
TI: Starting on the Write Foot: Helping Parents Understand How Children Learn To Read and Write.
PY: 1999
SO: Texas-Child-Care; v23 n3 p2-9 Win 1999
DEM: *Day-Care; *Early-Childhood-Education; *Emergent-Literacy; *Parents-; *Young-Children
DER: Parent-School-Relationship; Parent-Teacher-Cooperation; Portfolios-Background-Materials
AB: Discusses how early childhood teachers can help parents understand the natural and uneven process involved in learning to read and write. Includes descriptions of classroom opportunities to write, the use of artifacts to educate parents, and procedures for the beginning of the school year. Includes suggestions for parents to help their children and suggestions for work samples for portfolios. (KB)
AN: ED451542
AU: Smith,-Carl-B.
TI: Spelling for Writing: A Guidebook for Parents and Teachers. Level 1.
CS: Family Learning Association, Bloomington, IN.; ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN.
PY: 1998
AV: Family Learning Association, 3925 Hagan Street, Suite 101, Bloomington, IN 47401 ($9.95). Tel: 800-759-4723 (Toll Free).
NT: For the Level 1 Student Activity Book, see CS 217 626. For Levels 2-5 , see CS 217 627-632.
PR: EDRS Price MF01/PC05 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED451542
DEM: *Grade-1; *Spelling-; *Spelling-Instruction; *Word-Recognition; *Writing-Instruction
DER: English-Instruction; Primary-Education; Word-Lists; Writing-Composition; Writing-Skills
AB: Intended for parents and teachers, this guide provides all the information needed to lead a first-grade child through 30 lessons or 30 weeks of learning for a beginning speller. The guide helps the child to learn to identify common, logical spelling patterns; leads the child quickly to more complex words; and aids him or her in becoming a confident, independent speller and writer. The guide encourages children to write real-life messages. By doing this, children learn to communicate in writing for all kinds of reasons: giving directions, writing letters, answering invitations, and sending messages. The purpose of the guide is to make sure that children understand the logic and structure of words so that they can use these words and spell them correctly in their own writing. The guide incorporates high-frequency words and builds on the logic found in English spelling patterns, an approach that gradually teaches children that there are many consistent principles they can use in their writing. The focus for Level 1 is on spelling patterns. (CR)
AN: ED423048
AU: Sterling,-Lora-T.; Martin,-Suzanne; Lyons,-Sandra
TI: How Can We Help Hesitant Kindergarten Writers Become Risk Takers?
PY: 1998
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED423048
DEM: *Kindergarten-Children; *Writing-Attitudes; *Writing-Improvement; *Writing-Instruction; *Writing-Skills
DER: Classroom-Environment; Kindergarten-; Parent-Role; Parent-Student-Relationship; Primary-Education; Teacher-Role
AB: This paper examines the ways kindergarten teachers can help improve the writing skills of their students who are hesitant to write. The paper describes a project that modified the physical classroom environment, nurtured the emotional climate, and used other strategies, such as allowing more time to write, modeling functional writing, and valuing all forms of writing. A copy of the project brochure created to inform parents of ways they can help their child become a confident writer at home is included. The paper then presents six case studies of hesitant kindergarten writers that document their writing progress and highlight the importance of the environmental issues in improving writing skills. These issues include the child's perception of him- or herself as a writers, the teacher's perception of the student, parent participation in the process, and the role of the environment in which children's perceptions of themselves as writers can flourish. Original observation records with notes and anecdotal notes are included. (Contains 24 references.) (JPB)
AN: EJ556043
AU: Dodge,-Diane-Trister
TI: Promoting Reading and Writing in Head Start.
PY: 1997
SO: Children-and-Families; v16 n4 p26-31 Fall 1997
DEM: *Emergent-Literacy; *Preschool-Children; *Reading-Instruction; *Writing-Instruction
DER: Educational-Environment; Parent-Participation; Parents-as-Teachers; Preschool-Education; Resource-Materials; Teaching-Methods
AB: Notes Head Start's obligation to promote literacy skills; presents pertinent strategies: (1) encourage families to talk with and read to children; (2) read to children every day; (3) create a print-rich environment; and (4) infuse reading and writing activities throughout the curriculum. Discusses importance of focusing on language and literacy from birth. Lists free or inexpensive literacy resources. (KB)
AN: ED412496
AU: Pinnell,-Gay-Su; Fountas,-Irene-C.
TI: Help America Read: A Handbook for Volunteers.
PY: 1997
AV: Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912 ($15).
PR: Document Not Available from EDRS.
DEM: *Beginning-Reading; *Emergent-Literacy; *Reading-Improvement; *Volunteers-
DER: Lesson-Plans; Literature-Appreciation; Parent-Participation; Phonics-; Primary-Education; Reading-Aloud-to-Others; Spelling-; Writing-Improvement
AB: Designed to assist literacy volunteers, this handbook explains specific ways to guide a young child's successful journey into literacy. The handbook includes 10 specific ways of working with children, with guides and suggestions for each; many book lists, including multicultural titles at several grade levels; concrete suggestions; sample lesson plans; time management tips; basic information on phonics and fluency in reading and writing; and guidelines for working with individuals as well as groups. Chapters in the handbook are (1) Let's Get Started!; (2) Ten Ways to Help; (3) Can We Talk?; (4) Get Lost in a Book; (5) Find Books to Love; (6) Discover Shared Reading; (7) What It Takes to Read; (8) The Place for Phonics, Letters, and Words; (9) What about Writing and Spelling?; (10) Make Your Own Book!; (11) Make a Difference at Home; and (12) Plan Well to Work Well. Contains 93 references; appendixes contain a list of 122 books (arranged by grade level) suitable for reading aloud and a list of 52 paperback books that serve as a starter for the literacy tutor's "tool kit.") (RS)
AN: EJ530497
AU: DeBaryshe,-Barbara-D.; and-others
TI: What a Parent Brings to the Table: Young Children Writing with and without Parental Assistance.
PY: 1996
SO: Journal-of-Literacy-Research; v28 n1 p71-90 Mar 1996
NT: Formerly "Journal of Reading Behavior."
DEM: *Childrens-Writing; *Mothers-; *Parent-Role
DER: Helping-Relationship; Writing-Skills; Young-Children
AB: States that 20 children ages 5 and 6 were observed attempting to write a letter alone and with their mothers' assistance. Finds that children produced more sophisticated products with adult mediation, using conventional spelling, writing longer messages, and using more details such as punctuation. Concludes that mothers had a sense of the progression of writing skills in their children. (PA)
AN: ED392031
AU: Miller,-Wilma-H.
TI: Constructing a Handout To Use with Parents of Young "At-Risk" Children in Improving Emergent Literacy Skills.
PY: 1995
NT: Paper presented at the Combined Meetings of the Great Lakes and Southeast International Reading Association (1st, Nashville, TN, November 11-15, 1995).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED392031
DEM: *At-Risk-Persons; *Beginning-Reading; *Emergent-Literacy; *Reading-Improvement; *Writing-Improvement; *Young-Children
DER: Early-Childhood-Education; Learning-Activities; Parent-Role; Prior-Learning; Reading-Aloud-to-Others; Writing-Assignments
AB: A simple, but useful, handout given to mothers of young children can greatly increase the likelihood that they will present aspects of emergent literacy in their homes. The concept of emergent literacy states that all literacy learning begins in infancy and proceeds forward from that point, and that all of the literacy skills of oral language, listening, reading, and writing are equally important and should receive equal emphasis in the home and in all early childhood programs. Although these activities should be especially useful with young "at-risk" children, they are equally useful with all young children. (A sample handout is attached which discusses ways to improve emergent literacy, including reading to the child, improving prior knowledge, beginning reading activities, some other important activities, things to avoid, concepts about print, environmental print, alphabet letter names, and writing activities.) (RS)
AN: EJ518629
AU: Tassopoulos,-Ritsa
TI: "Write Share": When Parents Become Co-authors.
PY: 1995
SO: Teaching-PreK-8; v26 n1 p72-74 Sep 1995
DEM: *Childrens-Writing; *Class-Activities; *Writing-Skills
DER: Authors-; Grade-3; Parent-Participation; Parent-Student-Relationship; Performance-Contracts; Primary-Education; Reading-Writing-Relationship; Writing-for-Publication
AB: Describes an at-home project whereby students collaborate with their parents in writing a book, and the resulting books are shared at year's end. Involves parents and students in signing performance contracts, developing reading and writing, and sharing skills. (ET)
AN: ED372400
AU: Sides,-Donna-T.
TI: Designing a Home Writing Program To Study the Effects of Increased Parental Involvement on Second Graders' Writing Skills.
PY: 1994
NT: M.S. Practicum, Nova University.
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED372400
DEM: *Home-Programs; *Parent-Participation; *Writing-Attitudes; *Writing-Composition; *Writing-Improvement
DER: Grade-2; Primary-Education; Writing-Assignments; Writing-Skills
AB: A home writing program was developed and implemented using 22 second-grade target students to increase writing proficiency by soliciting parent involvement with home writing and to improve attitudes toward writing. Students attending a north central Florida school were supplied with a writing suitcase containing thematic story starter cards, a parent guideline page, a time and comment card, and various writing and art materials. The success of the writing program was measured by comparing the scores of pre- and post-writing samples written to a prompt and by assessing pre- and post-surveys of parent and student interest in writing. Results indicated a moderate level of achievement for the target group: writing ability increased 19%, positive parental interest increased 15%, and positive student interest increased 13%. Findings suggest that subsequent utilization of the home writing program over a longer period of time could provide a vehicle to increase writing proficiency skills. The success of the program has led to plans for implementing the home writing program school-wide in kindergarten through grade three. (Includes three tables of data. Appendixes present data on scores, survey instruments, writing prompts, sample story starter cards, the parent guidelines, the rubric scoring scale for narrative writing, and student story samples. Contains 21 references.) (Author/RS)
AN: ED372391
AU: Hanson,-Margo
TI: Dialogue Journals: A Method of Involving and Educating Parents in the Writing Development of Their Child.
PY: 1994
NT: Graduate Research Project.
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DEM: *Dialog-Journals; *Parent-Participation; *Parent-Student-Relationship
DER: Class-Activities; Grade-1; Instructional-Effectiveness; Kindergarten-; Primary-Education; Writing-Research
AB: A teacher, after learning about emergent writing in an inservice teacher education course and noticing various levels of writing in her 16 kindergarten and first-grade children, decided to involve the parents of her students in a similar learning process. A 4-week project involving dialogue journals ensued. Written questioning techniques developed as a means of encouraging parental communication with students. Active participation by parents had positive effects in modeling, parent-teacher-student communications, parental appreciation of student writings, and increased progress in student writings. (Contains nine references and five figures presenting teacher letters to parents, students' writing, and parents' responses.) (RS)
AN: EJ477416
AU: Baker,-Eleanor-C.
TI: Writing and Reading in a First-Grade Writers' Workshop: A Parent's Perspective.
PY: 1994
SO: Reading-Teacher; v47 n5 p372-77 Feb 1994
DEM: *Parents-as-Teachers; *Reading-Writing-Relationship; *Teacher-Aides; *Volunteers-; *Writing-Instruction; *Writing-Workshops
DER: Grade-1; Parent-Participation; Primary-Education; Program-Descriptions; Reading-Instruction; Whole-Language-Approach
AB: Describes the author's year as a volunteer in the writing workshop in her son's first-grade classroom. Discusses her experiences and reflects on the growth she saw in children as readers and writers. (SR)
AN: ED361709
AU: Preece,-Alison; Cowden,-Diane
TI: Young Writers in the Making: Sharing the Process with Parents.
PY: 1993
AV: Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912 ($15).
NT: Foreword by Norma Mickelson.
PR: Document Not Available from EDRS.
DEM: *Parent-Participation; *Parent-Teacher-Cooperation; *Writing-Instruction
DER: Elementary-Education; Preschool-Education; Student-Publications; Writing-Composition
AB: Intended as a practical resource for the busy teacher, this book focuses on meaningful and manageable ways teachers can communicate to parents why they approach writing as they do and how parents can assist their children at home. The book presents open-ended strategies for informing and involving parents that have been developed and successfully implemented in a variety of settings from preschool through the upper primary years. Chapters in the book are: (1) Why Should Parents Be Involved?; (2) Teachers' Concerns about Involving Parents; (3) Visiting the Writing Classroom; (4) Getting Off to a Good Start; (5) Meetings with Parents; (6) Newsletters, Newspapers, and Flyers; (7) Writing Projects that Link Home and School; (8) Evaluation Is Made More Meaningful; and (9) Understanding Leads to Change. An annotated list of 13 books recommended for parents, a time-line depiction of one child's growth as a writer between the ages of 3 and 8 years, a blank form for first-day name book, a shared goal setting form, instructions on how to put together a handout for parents, a sample spring newspaper, an annotated list of four resource books, a glossary of terms, and 36 references are appended. (RS)
AN: EJ465884
AU: Holmes,-Julia-G.
TI: Teachers, Parents, and Children as Writing Role Models.
PY: 1993
SO: Dimensions-of-Early-Childhood; v21 n3 p12-14 Spr 1993
DEM: *Journal-Writing; *Kindergarten-Children; *Parent-Participation; *Preschool-Teachers; *Role-Models
DER: Early-Childhood-Education; Invented-Spelling; Peer-Influence; Reading-Writing-Relationship
AB: Describes a project in a kindergarten classroom in which a professor, graduate assistant, the classroom teacher, and parents served as writing role models during the daily journal writing time. After 7 to 10 days of the project, children labeled their drawings, wrote about a variety of topics, copied adults' writing, experimented with print, and read what they wrote. (BB)
AN: EJ430350
AU: Dailey,-Kathleen-A.
TI: Writing in Kindergarten: Helping Parents Understand the Process.
PY: 1991
SO: Childhood-Education; v67 n3 p170-75 Spr 1991
DEM: *Kindergarten-Children; *Parent-Teacher-Cooperation; *Parents-as-Teachers; *Reading-Writing-Relationship; *Writing-Processes; *Writing-Skills
DER: Family-Environment; Primary-Education; Spelling-
AB: Discusses questions dealing with children's learning to read and write; children's drawing; encouragement, correction, and interpretation of children's writing; and writing programs. Suggests that parents and teachers can promote children's writing by creating an environment for children that develops confidence and by understanding the processes underlying writing development. (BC)
AN: EJ421253
AU: Morrison,-Anne; Scott,-Linda
TI: Making Home-School Connections: Using the "Sesame Street Magazine" and "Parents' Guide" with Kindergarten Children and Their Parents (Emerging Readers and Writers).
PY: 1991
SO: Reading-Teacher; v44 n7 p510-12 Mar 1991
DEM: *Family-School-Relationship; *Parent-Participation; *Reading-Writing-Relationship
DER: Childrens-Literature; Curriculum-Development; Kindergarten-Children; Parent-Role; Primary-Education; Reading-Materials
AB: Shares the collaboration of the authors in the development of a reading/writing, literature-based curriculum. Uses "Sesame Street" print materials to connect home and school. (MG)
AN: EJ413072
AU: Taylor,-Denny; Walls,-Leigh
TI: Educating Parents about Their Children's Early Literacy Development (Emerging Readers and Writers).
PY: 1990
SO: Reading-Teacher; v44 n1 p72-74 Sep 1990
DEM: *Parent-Education; *Parent-Participation; *Parent-School-Relationship
DER: Beginning-Reading; Kindergarten-Children; Parent-Student-Relationship; Preschool-Teachers; Primary-Education; Reading-Aloud-to-Others
AB: Shares how one kindergarten teacher communicates with parents about children's early learning of reading and writing. Includes excerpts from the flyers and newsletters sent to parents and discusses other ways in which the teacher builds a strong working relationship with parents. (MG)
AN: EJ412202
AU: Roderick,-Jessie-A.
TI: Through Mothers' Eyes: Perspectives on Their Children as Writers.
PY: 1990
SO: Early-Child-Development-and-Care; v56 p19-28 Mar 1990
NT: Thematic Issue: Emergent Writing
DEM: *Mothers-; *Parent-Aspiration; *Parent-Attitudes; *Parent-Child-Relationship; *Writing-Ability; *Writing-Attitudes
DER: Family-School-Relationship; Young-Children
AB: Nine mothers of preschool through third grade children from two suburban middle class communities were asked to talk about their children's writing, interactions with their children about writing, expectations for their children as writers, and their own early experiences with writing. (PCB)
AN: EJ412201
AU: Copeland,-Kathleen-A.; Edwards,-Patricia-A.
TI: Towards Understanding the Roles Parents Play in Supporting Young Children's Development in Writing.
PY: 1990
SO: Early-Child-Development-and-Care; v56 p11-17 Mar 1990
NT: Thematic Issue: Emergent Writing
DEM: *Family-Influence; *Minority-Groups; *Preschool-Children; *Writing-Ability
DER: Cultural-Differences; Early-Childhood-Education; Family-Environment; Family-School-Relationship
AB: Reviews research on home literacy experiences of nonmainstream families, and challenges traditional views of what constitutes a rich literacy environment. Discusses efforts at home-school collaboration to help children grow in writing ability. (PCB)
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