Enhancing Parental Involvement in Fourth Grade Reading.

Autor/in	Ladousa, Kathleen R.
Titel	Enhancing Parental Involvement in Fourth Grade Reading.
Quelle	(1988), (130 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Grade 4; Intermediate Grades; Parent Attitudes; Parent Conferences; Parent School Relationship; Parent Student Relationship; Parent Teacher Cooperation; Reading Achievement; Reading Improvement; Reading Research; Surveys + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Mittelstufe; Elternverhalten; Elternabend; 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; Leseleistung; Leseforschung; Survey; Umfrage; Befragung
Abstract	A study examined the effect of parental involvement in the reading achievement of fourth grade students. Subjects, 12 students of above- and below-average reading levels from an inner-city school, were given a variety of surveys and letters to be taken home to their parents. Parents were encouraged to participate actively and were offered specific suggestions concerning ways in which they could help their children do better in school. Numerous informal interviews between parents and the teacher were also designed to enhance parent participation. Surveys given to parents at the end of the study indicated very high levels of interest and participation in the variety of programs and activities generated by the study such as storytelling, trips to the public and school libraries, pizza parties for book report writers, structured homework assignments involving both parent and child, and reading aloud to others. Results indicated that homework was better prepared and more often turned in on time when parental support was evident. Subjects' scores on the Iowa Test of Basic Skills improved by at least nine months over the course of the school-year-long study (considered by the school district to be excellent progress for an inner-city school). Results also indicated that the grades the subjects received in reading improved. (Five figures illustrating the data are included; 13 appendixes containing the survey instrument, sample letters to parents, worksheets, homework assignments, and activities are attached. Twenty references are also attached.) (RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01