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The Impact of Parent Involvement in Literacy in Early Learners

The Impact of Parent Involvement in Literacy in Early Learners. Deandra Henderson Seminar in Applied Theory & Research II Ed. 703.22 – Spring 2010. Table of Contents. Introduction -Statement of the Problem -Review of the Related Literature -Statement of the Hypothesis Method

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The Impact of Parent Involvement in Literacy in Early Learners

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  1. The Impact of Parent Involvement in Literacy in Early Learners Deandra Henderson Seminar in Applied Theory & Research II Ed. 703.22 – Spring 2010

  2. Table of Contents Introduction -Statement of the Problem -Review of the Related Literature -Statement of the Hypothesis Method -Participants -Instruments -Experimental Design (Threats to Validity) -Procedure Results -Correlation Graphs/Charts Discussion Implications

  3. Introduction (cont'd) Statement of the Problem • Parents need to participate and encourage literacy within the home to their children at an early age to set a sturdy foundation for literacy success. • 44 million adults in the U.S. can't read well enough to read a simple story to a child. • Children are more ample to practice as we “do” then do as we “say”.

  4. Introduction (cont'd) Review of Related Literature • “…the amount of talk and the guidance style that parents use with their children have also been related to later language and cognitive development. (Hart & Risley, 1995; Walker, Greenwood, Hart, & Carta, 1994). • “Home literacy contributes to children’s vocabulary growth” (Senechal 1996)

  5. Introduction (cont'd) • “As parents read books with their children, they introduce conventions governing reading, (Snow & Nino, 1986) • “informal teaching activities (e.g., teaching reading, letters, or printing) taking place at home were significantly associated with better letter-name and letter-sound knowledge (Evans et al., 2000) • Children as well as adults need to see literacy in terms of pleasure and significance. Ryan, S. (2000, December 1). The Value of Early Literacy and Parental Involvement

  6. Introduction (cont'd) Theorist POV: Lev Vygotsky *Parents are children’s biggest and best role model… • Social interaction plays a fundamental role in the development of cognition • Children learn through their interactions with surrounding culture. • Children can do more with the help and guidance of an adult or other person more experienced, than they can do by themselves

  7. Introduction (cont'd) • - “..parent involvement is correalted with higher student academic achievement, better student attendace, and more positive student and parent attitudes toward education”. (Eccles & Harold, 1996; Epstein & Dauber, 1991; Griffith, 1998; Henderson, 1987) • - “Attempts to increase parent involvement have become a regular feature of federal, state, and local education policies (Chrispeels, 1991; D’Angelo & Adler, 1991; Epstein, 1991)

  8. Introduction (cont'd) Statement of the Hypothesis HR1: 12 Students at P.S. ABC will demonstrate excitement and enthusiasm towards literacy once they witness their parents take part in the “Mystery Reader” literacy program that takes place over 3 months.

  9. Method • Participants: • - Kindergarten Class 12 Students • 12 Mystery reader Parents • - Lower to Middle class • - Public School, 691 Students (Brooklyn, NY)

  10. Method (cont'd) Instruments • - “Mystery Reader Program” • - Parents -Consent form to Principal & Teacher -Consent forms to Parents • - Pre- Surveys & Post Survey

  11. Method (cont'd) Experimental Design - Quasi Experimental: Nonequivalent Control Group Design. - Two groups that will not be randomly assigned. Groups will be exposed to a treatment (X) and later post tested (O). - There will be one treatment administered for both groups (X1 & X2) - SYMBOLIC DESIGN: OX1O & OX2O

  12. Methods (cont'd) Threats to Internal Validity * History * Instrumentation * Mortality * Selection – Maturation Interaction Threats to External Validity * Ecological Validity * Selection-Treatment Interaction * Multiple Treatment * Experimenter Effects * Reactive arrangements/participants effects

  13. Methods (cont'd) Procedure • Research conducted Feb- April 2010 • 12 Pre-Surveys administered to students • 12 Parents participate in “Mystery Reader” program over 3 months. 12 Post Surveys administered to parents & students

  14. Results • Mystery Reader program had a positive affect on the students attitude’s towards reading. • The more parents were involved in their children’s literacy; the more interest and enthusiasm the children had in literacy. • There is a strong relationship between parent involvement and literacy achievement • Parents & students loved the Mystery Reader program.

  15. Results • *Students of parents who participated in Program had an overall better attitude towards reading

  16. Results (cont'd) Post Survey * With a correlation coefficient of rxy= 0.70. students read more at home when their parents participated in the “Mystery Reader” Program.

  17. Discussion • 12 students demonstrated an extreme sense of excitement and enthusiasm towards reading after parents were actively involved in literacy program • Students are excited about learning with their parents. • More reading occurred and overall home involvement after the Mystery Reader program. • Students look forward to parental interaction with their learning.

  18. Implications • Larger sample size • Variations of parental involvement • Other measures of parental involvement and literacy achievement • Longer term study

  19. Refrences • 1- Dodici, B., Draper, D., & Peterson, C. (2003). Early Parent-Child Interactions and Early Literacy Development. Topics in Early Childhood Special Education, 23(3), 124-136. http://search.ebscohost.com, doi:10.1177/02711214030230030301 • 2- Reutzel, D., Fawson, P., & Smith, J. (2006). Words to Go!: Evaluating a First-Grade Parent Involvement Program for 'Making' Words at Home. Reading Research and Instruction, 45(2), 119-159. http://search.ebscohost.com • 3- Sénéchal, M. (2006). Testing the Home Literacy Model: Parent Involvement in Kindergarten is Differentially Related to Grade 4 Reading Comprehension, Fluency, Spelling, and Reading for Pleasure. Scientific Studies of Reading, 10(1), 59-87. http://search.ebscohost.com, doi:10.1207/s1532799xssr1001_4 • 4- Doreen J. Mattingly, Radmila Prislin, Thomas L. McKenzie, James L. Rodriguez and Brenda Kayzar (Winter, 2002), Evaluating Evaluations: The Case of Parent Involvement Programs. Review of Educational Research, Vol. 72, No. 4 (Winter, 2002), pp. 549-576 American Educational Research Association • 5- - Dickinson, D., & DeTemple, J. (1998). Putting parents in the picture: Maternal reports of preschool literacy as a prediction of early reading. Early Childhood Research Quarterly, 13(2), 241-261. http://search.ebscohost.com, doi:10.1016/S0885-2006(99)80037-4 • 6- Hughes, J., & Kwok, O. (2007). Influence of student-teacher and parent-teacher relationships on lower achieving readers' engagement and achievement in the primary grades. Journal of Educational Psychology, 99(1), 39-51. http://search.ebscohost.com, doi:10.1037/0022-0663.99.1.39 • 7- Audet, D., Evans, M., Williamson, K., & Reynolds, K. (2008). Shared book reading: Parental goals across the primary grades and goal-behavior relationships in junior kindergarten. Early Education and Development, 19(1), 112-137. http://search.ebscohost.com • 8- Kelly-Vance, L., & Schreck, D. (2002). The impact of a collaborative family/school reading programme on student reading rate. Journal of Research in Reading, 25(1), 43-53. http://search.ebscohost.com, doi:10.1111/1467-9817.00157 • 9- Stephenson, K., Parrila, R., Georgiou, G., & Kirby, J. (2008). Effects of home literacy, parents' beliefs, and children's task-focused behavior on emergent literacy and word reading skills. Scientific Studies of Reading, 12(1), 24-50. http://search.ebscohost.com, doi:10.1080/10888430701746864 • 10- Baker, L., Mackler, K., Sonnenschein, S., & Serpell, R. (2001). Parents' interactions with their first-grade children during storybook reading and relations with subsequent home reading activity and reading achievement. Journal of School Psychology, 39(5), 415-438. http://search.ebscohost.com, doi:10.1016/S0022-4405(01)00082-6

  20. Refrences • 11- Ryan, S. (2000, December 1). The Value of Early Literacy and Parental Involvement. Retrieved from ERIC database. • 12- Kopacsi, R., Koopmans, M., & Newark Board of Education, N. (1992). Even Start: An Assessment of Parent Involvement in Early Childhood Education, 1990-1991. Retrieved from ERIC database. • 13- Hansen, L. (1999, May 1). Encouraging Parent Involvement at Home through Improved Home-School Connections. Retrieved from ERIC database. • 14- Ortiz, R., & Ordonez-Jasis, R. (2005). Leyendo Juntos (Reading Together): New Directions for Latino Parents' Early Literacy Involvement. Reading Teacher, 59(2), 110-121. Retrieved from ERIC database • 15- Gadsden, V., Ray, A., & ERIC Clearinghouse on Elementary and Early Childhood Education, C. (2003). Fathers' Role in Children's Academic Achievement and Early Literacy. ERIC Digest. Retrieved from ERIC database •  16- Meacham, S. (2001). Vygotsky and the Blues: Re-Reading Cultural Connections and Conceptual Development. Theory into Practice, 40(3), 190-97. • 17- Colgan, K. (2002, May 1). Parental Involvement in Reading Development. Retrieved from ERIC database • 18- Meyer, D., Madden, D., & McGrath, D. (2005). English Language Learner Students in U.S. Public Schools: 1994 and 2000. Education Statistics Quarterly, 6(3), 52-55. • 19- Cairney, T., & Munsie, L. (1995). Parent Participation in Literacy Learning. Reading Teacher, 48(5), 392-403. Retrieved from ERIC database. • 20- McVicker, C. (2007). Young Readers Respond: The Importance of Child Participation in Emerging Literacy. Young Children, 62(3), 18-22. Retrieved from ERIC 10- database. • 21- Williams, M., Thorogood, L., & Jones, D. (2002). How School Volunteers Can Help To Raise Standards and Enthusiasm for Literacy. Early Child Development and Care, 172(4), 371-77. Retrieved from ERIC database. • 22- Msengi, S. (2007). Family, Child, and Teacher Perceptions of African American Adult Assistance to Young Readers. School Community Journal, 17(1), 33-60. Retrieved from ERIC database. • 23- Strickland, D., & Morrow, L. (1990). Family Literacy: Sharing Good Books (Emerging Readers and Writers). Reading Teacher, 43(7), 518-19. Retrieved from ERIC database. • 24- Rehmer, J. (2007). Family Reading Night: A How to Guide. Library Media Connection, 25(7), 16-17. Retrieved from ERIC database. • 25- Jeffs, T., Behrmann, M., & Bannan-Ritland, B. (2006). Assistive Technology and Literacy Learning: Reflections of Parents and Children. Journal of Special Education 26- Technology, 21(1), 37-44. Retrieved from ERIC database

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