A Portrait of Parents of Successful Readers.

Autor/in	Spiegel, Dixie Lee
Titel	A Portrait of Parents of Successful Readers.
Quelle	(1992), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Beginning Reading; Early Childhood Education; Emergent Literacy; Family Environment; Literature Reviews; Parent Participation; Parent School Relationship; Parent Student Relationship; Racial Differences; Reading Achievement; Reading Research; Socioeconomic Status + Suchen Sie Ihr Suchwort? Erstleseunterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühleseunterricht; Familienmilieu; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Rassenunterschied; Leseleistung; Leseforschung; Socio-economic status; Sozioökonomischer Status
Abstract	Reviews of research, studies of early readers, and investigations of emergent literacy uniformly conclude that parents' beliefs, aspirations, and actions affect their children's growth into and embracing of literacy. However, conflicting results call into question the utility of simply correlating race or various socioeconomic factors, such as parental level of education or family income, with reading achievement. Research indicates that parents of successful readers: (1) want their children to succeed; (2) impart a sense of the importance of education and high expectations to their children; (3) impart a love of reading and a sense of the value of reading to their children; (4) like, enjoy, and respect their children and are willing to spend time, money, and effort to nurture their literacy; (5) believe in the adage "the parent is the child's first teacher"; (6) know what is going on in their children's school and literacy lives; (7) believe that they can have an impact on their children's literacy development; (8) tend to provide literacy artifacts, especially children's materials, in their homes; (9) read to their children often; (10) serve as role models as readers themselves; and (11) provide effective literacy interactions which assist their children in learning how to construct meaning from text and to interact successfully in school settings. The parental role in the development of children who both can and will read is enormous. (Fifty-three references are attached.) (RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01