Bringing Neighborhood Dads into Classrooms: Supporting Literacy Engagement

Autor/inn/en	Lynch, Jacqueline; Zwerling, Holly
Titel	Bringing Neighborhood Dads into Classrooms: Supporting Literacy Engagement
Quelle	In: Reading Teacher, 74 (2020) 2, S.169-178 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1913
Schlagwörter	Parent Participation; Fathers; Reading Programs; Reading Aloud to Others; Elementary Schools; Role Models; Reading Motivation; Elementary School Students; Parent Role; Volunteers + Suchen Sie Ihr Suchwort? Elternmitwirkung; Elementary school; Grundschule; Volksschule; Identifikationsfigur; Lesemotivation; Parental role; Elternrolle; Freiwilliger
Abstract	Fathers' engagement in their children's education has increased over the years, yet we know less about fathers' perspectives and engagement in children's literacy development. The authors focused on a fatherhood reading program that was initiated in several Title 1 schools in a large school district in the Southeastern United States. Findings are based on fathers' reading in classrooms in one elementary school. Based on interviews with teachers, a focus group with fathers, and observations of fathers' reading in the classroom, several themes were found: a positive male role model for students, a reported increase in student motivation for reading, fathers' confidence in their parenting role, and fathers' respect for volunteer reading at school. Ways that teachers can organize a similar program at their schools are presented, along with implications of the findings for teaching practice and research. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01