Developing Reading Partnerships between Parents and Children: A Reflection on the Reading Together Program

Autor/inn/en	Sukhram, Diana Patricia; Hsu, Amy
Titel	Developing Reading Partnerships between Parents and Children: A Reflection on the Reading Together Program
Quelle	In: Early Childhood Education Journal, 40 (2012) 2, S.115-121 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-011-0500-y
Schlagwörter	Reading Habits; Early Reading; Reading Programs; Parent Participation; Parent School Relationship; Emergent Literacy; Reading Skills; Faculty Development; Partnerships in Education; Parents; Children; Surveys; Research and Development; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Reading habit; Lesegewohnheit; Frühlesen; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Frühleseunterricht; Reading skill; Lesefertigkeit; Hochschulpartnerschaft; Eltern; Child; Kind; Kinder; Survey; Umfrage; Befragung; Forschung und Entwicklung; Theorie-Praxis-Beziehung
Abstract	Early reading exposure is important in setting a foundation for students to acquire the basic literacy skills that set them up for school and life success. More importantly, parent involvement at an early age is a critical component of reading skills development. This report presents an overview of the Reading Together Program that introduced families of young children ages 6-36 months in a community-based setting to the necessary skills, techniques, and resources to enhance their knowledge of how to effectively develop a reading partnership with their children. Additionally, this free reading program that was sponsored by a faculty development grant invited parents to play an active role in their children's reading journey. Results indicated that parents understood and appreciated the value of early reading habits, and would continue to nurture the reading relationship with their children. This article also presents responses of the initial and final reading perception surveys as well as implications for future research and practice. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10