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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 1 Ed. 702.22 – Fall 2009. Table of Contents. Abstract Introduction Statement of the Problem Review of 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 1 Ed. 702.22 – Fall 2009

  2. Table of Contents Abstract Introduction • Statement of the Problem • Review of Related Literature • Statement of the Hypothesis Method -Participants -Instruments -Experimental Design -Procedure References Appendix (ces)

  3. Introduction • Ask one of your close adult friends…”Hey what book are you reading?” You will be surprised at the answer. “Reading?…I don’t read, I don’t have time”. This is always troubling for me, especially when the person is a parent. If you don’t even read yourself as a parent, its highly unlikely you are reading with your child. • After volunteering to read to my daughter’s Kindergarten class, and witnessing their overwhelming excitement and response to my participation with their learning. I am determined to promote and encourage parents to get involved in early childhood literacy with their children, in and out of the classroom. Parents NEED to be active in Literacy Development.

  4. Statement of the Problem • More than 20 percent of adults read at or below a fifth-grade level - far below the level needed to earn a living wage. • Approximately 44 million adults in the U.S. can't read well enough to read a simple story to a child. • Parents need to participate and encourage literacy within the home to their children at an early age to set a sturdy foundation for literary success. • Children are more ample to practice as we “do” then do as we “say”.

  5. Review of the Literature Theorist POV: Lev Vygotsky - 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

  6. Review of the Literature (cont,d) • - “…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). • - “Parent –child storybook interactions have long been recognized as a positive influence on children’s reading development (Bus, van Ijzendoorn, & Pellegrini, 1995; Scarborough & Dobrich, 1994; Snow, Burns, & Griffin, 1998).

  7. Review of Literature (cont'd) • - “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) • - “… parents participation increases achievement motivation, and higher levels of emotional, social, and behavioral adjustment”. (Fan & Chen, 2001; Henderson & Mapp, 2002; Marcon, 1999; Reynolds, 1991

  8. Review of Literature (cont'd) • - “As parents read books with their children, they introduce conventions governing reading, (Snow & Nino, 1986) • - “Home literacy contributes to children’s vocabulary growth” (Senechal 1996) • - 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 • -

  9. Review of Literature (con'td) • - “..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)

  10. Review of Literature (cont'd) • - “Parents can promote their young child’s vocabulary when they read books to their child, and in time those vocabulary skills will facilitate their reading comprehension”. (Jorm, Share, Maclean, & Matthews, 1984). • - Early reading experiences with their parents prepare children for the benefits of formal literacy instruction. Indeed, parental involvement in their child’s reading has been found to be the most important determinant of language and emergent literacy (Bus, van Ijzendoorn & Pellegrini, 1995).

  11. Review of Literature (Cont'd) • - Parents who introduce their babies to books give them a head start in school and an advantage over their peers throughout primary school (Wade & Moore, 2000). •  Parental involvement in their child’s literacy practices is a more powerful force than other family background variables, such as social class, family size and level of parental education (Flouri & Buchanan, 2004).

  12. Both Sides of the Coin PROS CONS • - Parents are the first and most important teachers to an emergent leaner/reader. • - Parental involvement overall, is vital in academic success. • - The most important lessons are taught in the home and the modeling of behavior is the best teacher. • - The benefits of parental involvement extend beyond the realm of literacy and educational achievement • - Parents take on a more instructional stance, focusing more on the mechanics of the reading process, which affects the quality of the interaction. • - Income and ethnicity differences can play a role in how parents interact with their children during shared storybook reading. • - Parents may influence children’s views with their own biases and opinions towards particular texts.

  13. Statement of Hypothesis • HR1: 24 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 6 weeks. • HR2: Student’s response to literacy program will encourage parents to be more engaged and take a more hands on approach with their children when it comes to literacy in and outside the classroom.

  14. Method • Participants: • - Kindergarten Class 24 Students (12, Boys, 12 Girls) • - 1St Grade Class 26 Students (15 girls, 11 Boys) • - Lower to Middle class • - Public School, 691 Students (Brooklyn, NY)

  15. Instruments • - “Mystery Reader Program” • - Parents • - Leveled Reading books • - Internet Online Reading websites (Starfall.com) • - Reading Assessment tools (Running Records, WRAPS (Word Recognition and Phonic Skills) • - Parent Surveys & Questionnaires

  16. Appendix A: • Dear Principal: • I am presently completing my graduate program at Brooklyn College. This semester I have been asked to conduct an action research project within a classroom. My research project is focused on the impact of parental involvement in literacy with early learners • The research will require me to select and monitor a sample of students, and after acquiring parental permission, gather information on them. I have already selected two classes that I am interested in conducting my research, and have been granted permission by those teachers. • The chosen students and their parents will be given surveys, questionnaires and tests in addition to the child being observed occasionally. To respect their privacy, the actual names of the individuals will not be used. • This survey will assist me in my passion to encourage and be an advocate for parents being more involved in the educational careers of their children, especially in literacy. I am asking for your consent to conduct the survey within your school. • Thank you in advance for your support in this endeavor. • Respectfully, • Deandra T. Henderson

  17. Appendix B: Parent Questionarre • Dear Parent: • Thank you for your involvement in the “Mystery reader” Literacy program. We are interested in learning more about how our parents and students view reading at home. The information will help to determine the success of the reading program. Please complete this survey and return to school. • 1) Circle the number which best reflects your attitude toward reading with your child. • 1 2 3 4 5 • (Least positive) (Most positive) •  2) Circle the number which best reflects your child’s attitude about reading with you. • 1 2 3 4 5 • (Least positive) (Most positive) •  3) Circle the types of reading materials you and your child read together: • Cookbooks Storybooks Magazines Scholastic Journals • Level reading books Newspapers Storybooks Picture books •  4) Circle the amount of time you and your child typically read together a week • Less than an hr. 1 hr. 2-3 Hrs 4-5 hrs 9+ hrs •  5) Circle the type of reading you and your child use most often: • Parents read to child Child reads with parent Coral Reading (at the same time) • Impress reading (fill in the blank) Repeated Reading (rereading) •  6) Circle the ways you check for comprehension • Ask questions about the text Summarizing Activities Drawing pictures Retelling

  18. References • 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

  19. 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- Susan Davis Lenski; Fabiola Ehlers-Zavala; Mayra C. Daniel; Xiaoqin Sun-IrmingerSource:  The Reading Teacher, Vol. 60, No. 1  (Sep., 2006), pp. 24-34 • 17- Smith, M., & Smith, K. (2000, March 1). I Believe in Inclusion, But...: Regular Education Early Childhood Teachers' Perceptions of Successful Inclusion. Journal of Research in Childhood Education, 14(2), 161-80. (ERIC Document Reproduction Service No. EJ611829) Retrieved September 17, 2009, 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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