| Whether children attend public or private
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| | the teacher, either via parent-teacher
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| schools, they benefit when parents become
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| | conferences, weekly progress reviews, or
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| involved in their education. According to
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| | homework reviews. Talk with the child,
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| the National Institute for Literacy, when
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| | and have them share their schoolwork and
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| parents or other family members
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| | school day experiences.
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| frequently read to children entering
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| | Volunteer: Volunteer to help out in the
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| kindergarten, those children were at a
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| | classroom or at other school activities.
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| distinct advantage over children whose
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| | Home Learning: Point out the links
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| families read to them less often.The
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| | between schoolwork and real life
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| Early Childhood Longitudinal Study found
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| | situations. Go on family outings that
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| that "Children who were read to at least
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| | reinforce the concepts being learned in
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| three times a week by a family member
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| | school.
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| were almost twice as likely to score in
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| | According to the National Education
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| the top 25 percent in reading than
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| | Association, parental
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| children who were read to less than three
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| | involvement in learning is crucial. As
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| times a week." The study also found that,
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| | evidence, they cite the following
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| of children who were read to at least
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| | findings of research into parental
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| three times a week,
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| | involvement:
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|
| |
| |
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| 76 percent had mastered the letter-sound
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| | When parents are involved in their
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| relationship at the beginning of words,
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| | children's education at home, they do
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| compared to 64 percent of children who
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| | better in school. And when parents are
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| were read
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| | involved in school, children go farther
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| to fewer than three times a week,
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| | in school - and the schools they go to
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| 57 percent had mastered the letter-sound
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| | are better.
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| relationship at the end of words,
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| | The family makes critical contributions
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| compared to 43 percent who were read to
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| | to student achievement from preschool
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| fewer than three times a week,
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| | through high school. A home environment
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| 15 percent had sight- word recognition
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| | that encourages learning is more
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| skills, compared to 8 percent who were
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| | important to student achievement than
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| read to fewer than three times a week,
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| | income, education level or cultural
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| and
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| | background.
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| 5 percent could understand words in
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| | Reading achievement is more dependent on
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| context, compared to 2
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| | learning activities in the home than is
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| percent who were read to fewer than
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| | math or science. Reading aloud to
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| three times a week.
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| | children is the most important activity
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| The positive impact of parental
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| | that parents can do to increase their
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| involvement in learning doesn't end with
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| | child's chance of reading success.
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| kindergarten. Having a variety of reading
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| | Talking to children about books and
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| materials available at home helps older
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| | stories read to them also supports
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| children with reading proficiency. The
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| | reading achievement.
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| National Assessment of Educational
| |
| | When children and parents talk regularly
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| Progress (NAEP) found that, among
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| | about school, children perform better
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| students in the fourth grade, "The 68% of
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| | academically.
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| students who had three or more different
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| | Three kinds of parental involvement at
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| types of reading materials at home
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| | home are consistently
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| performed at the Proficient level, while
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| | associated with higher student
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| students who had two or fewer types of
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| | achievement: actively organizing and
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| reading material at home
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| | monitoring a child's time, helping with
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| performed at the Basic level. Students
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| | homework and discussing school matters.
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| who had 4 types of reading material at
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| | The earlier that parent involvement
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| home performed the highest."
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| | begins in a child's
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| Similarly, students who discussed their
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| | educational process, the more powerful
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| studies and who talked about reading at
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| | the effects.
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| home had greater reading proficiency than
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| | Positive results of parental involvement
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| those who did not.
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| | include improved
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| And students of all ages who regularly
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| | student achievement, reduced
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| saw parents and other family members
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| | absenteeism, improved behavior, and
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| reading at home were positively
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| | restored confidence among parents in
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| influenced.
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| | their children's schooling.
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| In addition to having a variety of
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| | There are many ways that parents can
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| reading materials available at home,
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| | become involved in their
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| discussing reading, and setting a good
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| | children's education - the important
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| example by reading, there are a number of
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| | thing is to become and stay
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| ways that parents can create and nurture
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| | involved!Brent Sitton is the founder of
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| a home learning environment. Although the
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| | DiscoveryJourney has a variety of tools
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| Teachers Involve Parents in Schoolwork
| |
| | available to help parents with their home
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| (TIPS)
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| | learning efforts. Our children's book
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| program from the National Network of
| |
| | reviews identify character trait and
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| Partnership Schools at Johns Hopkins
| |
| | child behavior issues in the book. Each
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| University is directed to teachers, it
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| | children's book review contains 5 related
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| includes a number of excellent strategies
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| | fun and educational child activities to
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| that parents can implement to become
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| | enjoy as a family, inspiring the passion
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| active in their children's education.
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| | for learning and reading!
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| Communicate: Regularly communicate with
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| |
|
