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Family Literacy Coaching: Partnering With Parents for Reading Success.

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Title: Family Literacy Coaching: Partnering With Parents for Reading Success.
Authors: Brown, Clara Lee1 cbrown26@utk.edu, Schell, Robin2, Denton, Rachel2, Knode, Elizabeth2
Source: School Community Journal. Spring/Summer2019, Vol. 29 Issue 1, p63-86. 24p. 4 Charts.
Subject Terms: *Family literacy programs, *Educational coaching, *Parents, *Literacy, Success
Abstract: It is known that parent involvement contributes to children's overall educational achievement as well as their literacy development. Home literacy, in particular, is critical in helping children who read below grade level. Studies also found that the quality of the interaction between the child and parent is as important as interactive opportunities. This article reports findings from a small multilingual and multicultural book bag program implemented among third grade elementary students for a semester. The main purpose of the study was to teach the participating parents to be literacy coaches for their children in order to enhance read-aloud experiences and to become more effective in helping their children with reading. Findings showed highly positive results evidenced by parent-child interactions. Participating parents reported that through strategy instruction provided by the researchers and interacting with other participating parents, they acquired more tools to be effective literacy coaches. Findings also revealed the difficult nature of promoting family literacy activities with busy parents, especially those who do not believe reading aloud can help their children improve their reading. [ABSTRACT FROM AUTHOR]
Copyright of School Community Journal is the property of Academic Development Institute and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Family Literacy Coaching: Partnering With Parents for Reading Success.
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  Data: <searchLink fieldCode="AR" term="%22Brown%2C+Clara+Lee%22">Brown, Clara Lee</searchLink><relatesTo>1</relatesTo><i> cbrown26@utk.edu</i><br /><searchLink fieldCode="AR" term="%22Schell%2C+Robin%22">Schell, Robin</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Denton%2C+Rachel%22">Denton, Rachel</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Knode%2C+Elizabeth%22">Knode, Elizabeth</searchLink><relatesTo>2</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22School+Community+Journal%22">School Community Journal</searchLink>. Spring/Summer2019, Vol. 29 Issue 1, p63-86. 24p. 4 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Family+literacy+programs%22">Family literacy programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+coaching%22">Educational coaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Parents%22">Parents</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Success%22">Success</searchLink>
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  Data: It is known that parent involvement contributes to children's overall educational achievement as well as their literacy development. Home literacy, in particular, is critical in helping children who read below grade level. Studies also found that the quality of the interaction between the child and parent is as important as interactive opportunities. This article reports findings from a small multilingual and multicultural book bag program implemented among third grade elementary students for a semester. The main purpose of the study was to teach the participating parents to be literacy coaches for their children in order to enhance read-aloud experiences and to become more effective in helping their children with reading. Findings showed highly positive results evidenced by parent-child interactions. Participating parents reported that through strategy instruction provided by the researchers and interacting with other participating parents, they acquired more tools to be effective literacy coaches. Findings also revealed the difficult nature of promoting family literacy activities with busy parents, especially those who do not believe reading aloud can help their children improve their reading. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of School Community Journal is the property of Academic Development Institute and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=137196700
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