Continued Focus on Families for Cultural Appreciation, Curriculum Planning, and Tutoring in Reading.

Autor/in	Heimberger, Mary J.
Titel	Continued Focus on Families for Cultural Appreciation, Curriculum Planning, and Tutoring in Reading.
Quelle	(1978), (18 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Beginning Reading; Parent Child Relationship; Parent Participation; Parent School Relationship; Parent Teacher Cooperation; Primary Education; Reading Aloud to Others; Reading Attitudes; Reading Interests; Reading Programs; Role Models; Teacher Aides; Volunteers + Suchen Sie Ihr Suchwort? Erstleseunterricht; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Primarbereich; Reading behavior; Rading behaviour; Leseverhalten; Leseinteresse; Identifikationsfigur; Handreichung; Lehrerhilfe; Freiwilliger
Abstract	There are a number of ways in which parents can serve as role models in helping children to value reading, including parent-child sharing of culture through family rituals, reading aloud to children or having the children read aloud, tutoring at home and in the schools, using home learning kits for skill development and to provide a carry-over of skills learned in school, and serving as paid or volunteer teacher aidesreceiving training and becoming vital participants in reading programs in the schools. Parents are often in a good position to discover children's interests and to perceive their emotional reactions toward the reading situation. They should be encouraged to visit and observe school reading programs and to act as volunteers or as resource persons. (TJ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01