Family Literacy Coaching: Partnering with Parents for Reading Success
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| Title: | Family Literacy Coaching: Partnering with Parents for Reading Success |
|---|---|
| Language: | English |
| Authors: | Brown, Clara Lee, Schell, Robin, Denton, Rachel, Knode, Elizabeth |
| Source: | School Community Journal. 2019 29(1):63-86. |
| Availability: | Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/ |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 3 Primary Education |
| Descriptors: | Family Literacy, Parent Participation, Coaching (Performance), Literacy Education, Family Environment, Grade 3, Elementary School Students, Oral Reading, Parents as Teachers, Reading Strategies, Parent Attitudes, Spanish Speaking, English, Books, Childrens Literature, Group Discussion |
| ISSN: | 1059-308X |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1219795 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 1059-308X |
