Schools involving parents in their children’s reading development
Parents have considerable influence on their children’s learning in the processes of general socialization. Much of this learning is relevant to school learning and differences between families in these matters can cause substantial differences in children’s school achievements. This applies to children’s learning to read. Systematic studies have shown that schools can have considerable success in involving parents in assisting the reading development of low competence readers by using simple techniques of modelling and reinforcement which are part of parents’ general socialization skills. These studies are reviewed.
The implications of the “natural learning approach” for home-reading programs is analyzed – and relevant literature is examined to portray two further approaches:
a) schools involving parents in activities which are Generally supportive of their children’s reading development;
b) parents being trained to develop their children’s cognitive/reading skills during reading episodes.
These models have not yet been systematically evaluated.
References
Abrahamson, R.F. and P. Shannon
(
1984)
A plot structure analysis of favourite picture books.
The Reading Teacher. 371:42–47.
Ammon, M.S. and S. Brandt
(
1986)
Promoting and enriching a home based reading project. Berkeley, School of Education, university of California, Berkeley.
Anderson, A.B. and S.J. Stokes
(
1984)
Social and institutional influences on the development and practice of literacy. In
H. Goelman,
A. Oberg and
F. Smith (eds.): 24–37.
Ashman, A.
(
1986)
A recipe for success in interventions. Paper read to 22nd Annual Conference of the Australian Group for the Scientific Study of Mental Deficiency, Sydney, August 1986.
Au, K.H.
(
1980)
Participation structures in a reading lesson with Hawaiian children.
Anthropology of Education Quarterly. 111:91–115.
Bar-Lev, Y.
(
1976)
The effectiveness of parent training programs on their children’s motivation, classroom behaviour and achievement.
Disssertation Abstracts. 371:2521A–2522A.
Barth, R.
(
1979)
Home-based reinforcement of school-behaviour: a review.
Review of Educational Research. 49,3:436–458.
Becher, R.M.
(
1985)
Parent involvement and reading achievement: a review of research and implications for practice.
Childhood Education.
Sept.-Oct.: 44–50.
Becker, H.J. and J. Epstein
(
1982)
Parental involvement: a survey of teacher practices.
Elementary School Journal. 83,2:85–102.
Bereiter, C. and E. Engelmann
(
1966)
Teaching disadvantaged children in pre-school. Englewood Cliffs, N.J., Prentice Hall.
Bissex, G.L.
(
1984)
The child as teacher. In
H. Goelman,
A. Oberg and
F. Smith (eds.): 87–101.
Boehulein, M.M. and B.H. Hager
(
1985)
Children, parents and reading: an annotated bibliography. Newark, Delaware, International Reading Association.
Bryant, P. and L. Bradley
(
1985)
Children’s reading problems. Oxford, Blackwell.
Bucroeder, M.
(
1956)
I was in the dark on this reading business.
Reading Teacher. 101:14–16.
Butler, D. and M. Clay
(
1979)
Reading begins at home. Melbourne, Primary Education.
Chall, J. and C. Snow
(
1982)
Families and literacy: the contribution of out-of-school experiences to children’s acquisition of literacy. Department of Education, Harvard University.
Clark, M.
(
1976)
Young fluent readers. London, Heinemann.
Derry, S.J. and D.A. Murphy
(
1986)
Designing systems that train learning ability: from theory to practice.
Review of Educational Research. 56, 1:1–39.
Donaldson, M.
(
1978)
Children’s minds. London, Fontana.
Duff, W.A.
(
1972)
Counselling disdavantaged parents in the home.
Dissertation Abstracts. 331:1432A.
Glynn, T.
(
1985)
Remedial reading at home. In
K. Topping and
J. Wolfendale (eds.): 181–188.
Goelman, H., A. Oberg and F. Smith
(eds.) (
1984)
Awakening to literacy. New York, Heinemann Educational.
Goldfield, B. and C. Snow
(
1984)
Reading books with young children: the mechanics of parental influence on children’s reading achievement. In
C. Snow (ed.)
The reader and the teacher. Norwood, New Jersey; Ablex: 204–215.
Goodman, K.S.
(
1979)
Who killed Cock Robin? Theory into Practice. XVI, 5:309–315.
Goodman, Y.
(
1984)
The development of initial literay. In
H. Goelman,
A. Oberg and
F. Smith (eds.): 102–109.
Griffiths, A. and D. Hamilton
(
1984)
Parent teacher child. London, Methuen.
Hannon, P. and P. Cuckle
(
1984)
Involving parents in the teaching of reading: a study of current school practice.
Educational Research. 26,1:7–13.
Hannon, P. and A. Jackson
(
1981)
The Belfield project. Rochdale, Belfield School.
Hannon, P., A. Jackson and B. Page
(
1985)
Implementation and take-up of a project to involve parents in the teaching of reading. In
K. Topping and
S. Wolfendale (eds.): 54–64.
Hansen, D.A.
forthcoming)
Family-school articulations: the effects of interaction rule mismatch.
American Educational Research Journal.
Heath, S.B.
(
1982a)
What no bed-time story means: narrative skills at home and school.
Language in Society. 11/2:49–76.
Heath, S.B.
(
1982b)
Questioning at school and home: a comparative study. In
G. Spindler (ed.)
Doing the ethnography of schooling. New York, Holt, Rinehart and Winston.
Heckelman, R.G.
(
1969)
The neurological impress method.
Academic Therapy. 41:277–282.
Hess, R.D. and S.D. Holloway
(
1983)
Family and school as educational institutions. In
R.D. Parke (ed.)
Review of child development research. Vol. 71: the family. Chicago, University of Chicago Press: 179–222.
Hess, R.D., S. Holloway, G.G. Price and W.P. Dickson
(
1982)
Family environments and acquisition of reading skills: toward a more precise analysis. In
L.M. Laosa and
I. Sigel (eds.): 86–101.
Hess, R.D. and T.M. McDevitt
(
1984)
Some cognitive consequences of maternal intervention techniques: a longitudinal study.
Child Development. 551:2017–2030.
Hewison, J. and J. Tizard
(
1980)
Parental involvement and reading attainment.
British Journal of Educational Psychology. 501:209–215.
Holdaway, D.
(
1979)
The foundations of literacy. Sydney, Ashton scholastic.
Infant Education Committee, Education Department of Victoria
(
1981)
Beginning reading. Melbourne, Government Printer.
Johnson, C. and R. Katz
(
1973)
Using parents as change-agents for their children: a review.
Journal of Child Psychology and Psychiatry. 14,3:181–200.
Knapman, D.
(
1985)
The Elmwood project, Somerset. In
K. Topping and
S. Wolfendale (eds.): 75–81.
Laosa, L.M. and I. Sigel
(eds.) (
1982)
Families as learning environments for children. New York, Plenum Press.
Lawrence, D.
(
1973)
Improved reading through counselling. London, Ward Lock Educational.
McClelland, D.C.
(
1973)
Testing for competence rather than for “intelligence”.
American Psychologist. 281:1–14.
McNaughton, S., T. Glynn and V.M. Robinson
(
1981)
Parents, as remedial reading tutors. Christchurch, N.Z.C.E.R.
Mandier, J.M. and N.S. Johnson
(
1977)
Remembrance of things parsed: story structure and recall.
Cognitive Psychology. 91:111–151.
Manning, M.M. and S.L. Manning
(
1984)
Early readers and non-readers from low socio-economic environments: what their parents report.
The Reading Teacher. 41:32–34.
Martinez, M. and N. Rosen
(
1985)
Read it again: the value of repeated readings during storytime.
The Reading Teacher.
May: 147–151.
Morris, C., A.J. Harris and I.T. Averbach
(
1971)
The reading performance of disadvantaged early and non-early readers from grades one through seven.
Journal of Educational Research. 651:23–26.
Moerk, E.
(
1985)
Picture book reading by mothers and young children and its impact upon language development.
Journal of Pragmatics. 91:547–566.
Morrow, L.M.
(
1982)
Home and school correlates of early interest in literacy.
Journal of Educational Research. 761:221–230.
Morrow, L.M.
(
1984)
Effects of story re-telling on young children’s comprehension and sense of story structure.
33rd Yearbook of the National Reading Conference 1984: 74–79.
Morrow, L.M.
(
1985)
Reading and retelling stories.
The Reading Teacher.
May: 870–875.
Neidermeyer, F.
(
1970)
Parents teach kindergarteners reading at home.
Elementary School Journal. 701:438–444.
Ninio, A. and J. Bruner
(
1977)
The achievement and antecedents of labelling.
Journal of Child language. 51:1–15.
Olmsted, P.P. et al.
(
1976)
Ten desirable teaching behaviours.
Theory into Practice. 16,1:7–10.
Olmsted, P.P. and R.I. Rubin
(
1983)
Linking parent behaviours to child achievement: four evaluation studies from the Parent Education Follow Through Program.
Studies in Educational Evaluation. 81:317–325.
Read, S.
(
1985)
Home reading program.
The Educational Magazine. 42,2:20–21.
Rees, R.J.
(
1978)
Parents as language therapists for intellectually handicapped children. Canberra, Canberra C.A.E.
Rhodes, L.K.
(
1981)
I can read!: predictable books as resources for reading and writing instruction.
The Reading Teacher.
Feb.: 511–518.
Robinson, V. et al.
(
1980)
Parents as remedial reading tutors.
SET. No. 21:14–17.
Rowe, H.
(
1986)
Parental roles in developing meta-cognitive skills.
Paper read to Second Institute of Family Studies Research Conference, Melbourne,
November 1986.
Ryebaack, D. and A.W. Staats
(
1970)
Parents as behaviour therapy-technicians in treating reading deficits (dyslexia).
Journal of Behavioural Therapy and Experimental Psychiatry. 11:109–119.
Russell, W.F.
(
1985)
The effect of an adult education program for parents on the language skills of their seventh grade children.
A.E.R.A. Conference Paper, Chicago,
March.
Scribner, S. and M. Cole
(
1973)
Cognitive consequences of formal and informal education.
Science. 1821:553–559.
Scribner, S. and M. Cole
(
1981)
The psychology of literacy. Cambridge, Mass., Harvard University Press.
Searle, J.
(
1985)
Student expectations in adult literacy programs. In
Readings in Adult Basic Education. Melbourne, Australian Council for Adult Literacy: 50–62.
Sigel, I.
(
1982)
The relationship between parental distancing strategies and children’s cognitive behaviour. In
L.M. Laosa and
I. Sigel (eds.): 47–85.
Smith, F.
(
1981)
Demonstrations, engagements and sensitivity.
Language Arts. 58,5:122–136.
Smith, F.
(
1982)
Understanding reading. New York, Holt, Rinehart and Winston, 3rd Edition.
Smith, F.
(
1984)
The creative achievement of literacy. In
H. Goelman,
A. Oberg and
F. Smith (eds.): 143–153.
Snow, C.
(
1983)
Literacy and language: relationships during the pre-school years.
Harvard Education Review. 531:165–189.
Snow, C.E, C. Dubber and A. DeBiauw
(
1982)
Routines in mother-child interaction. In
L. Feagaan and
D.C. Farran (eds.)
The language of children reared in poverty. New York, Academic Press: 53–73.
Snow, C., D. Nathan and R. Perlmann
n.d.)
Assessing children’s knowledge about book reading. Unpublished paper.
Snow, C.E and A. Ninio
(
1986)
The contracts of literacy. In
W.E. Teale and
E. Sulzby (eds.)
Emergent literacy: reading and writing. Norwood, N.J., Ablex. (Cited from prepublication copy).
Snowball, D.
(ed.) (
1985)
Helping your child to read. Melbourne, Nelson.
South Australian Education Department
(
1980)
Helping your child with reading: a guide for parents. Adelaide, S.A. Departmant of Education.
Stauffer, R.G.
(
1970)
The language experience approach to the teaching of reading. New York, Harper and Row.
Swanson, R. and R. Henderson
(
1976)
Achieving home-school continuity in the socialization of an academic motive.
Journal of Experimental Education. 44,3:38–44.
Swinson, J.
(
1985)
Encouraging parents to listen to their children read. In
K. Topping and
S. Wolfendale (eds.): 65–74.
Szegda, M.J., P.P. Olmsted and M.J. Wetherby
(
1984)
Long term effects of parent education follow through program for measures of school competence. School of Education, University of North Carolina.
Szegda, M.J., P.P. Olmsted, D.S. Williams and M.J. Wetherby
(
1985)
The later effects of parent education follow through program on achievement scores for matched pairs of program children and their non-program siblings. School of Education, University of North Carolina.
Taylor, D.
(
1982)
Translating children’s everyday uses of print into classroom practice.
Language Arts. 59,6:546–549.
Taylor, D.
(
1983)
Family literacy. Exeter, N.H., Heinemann Educational.
Teale, W.H.
(
1981)
Parents reading to their children: what we need to know.
Language Arts. 58,8:902–912.
Teale, W.H.
(
1984a)
Reading to young children: its significance for literacy development. In
H. Goelman,
A. Oberg and
F. Smith (eds.): 110–121.
Teale, W.H.
(
1984b)
Towards a theory of how children learn to read and write naturally: an update.
Yearbook of the 33rd Reading Conference: 317–322.
Teale, W.H.
(
1986)
Home background and children’s literacy development. In
W.H. Teale and
E. Sulzby (eds.)
Emergent literacy: reading and writing. Norwood, Ablex Publishing Corporation: 141–163.
Tizard, J., W.N. Schofield and J. Hewison
(
1982)
Collaboration between teachers and parents in assisting children’s reading.
British Journal of Education Psychology. 521:1–15.
Tobin, A.
(
1981)
A longitudinal study of the social psychological and instructional correlates of early reading achievement. Unpublished Ph.D. dissertation, University of Delaware.
Topping, K.
(
1985)
Review and prospect. In
K. Topping and
S. Wolfendale (eds.): 281–296.
Topping, K. and S. Wolfendale
(eds.) (
1985)
Parental involvement in children’s reading. London, Croom Helm.
Toomey, D.M.
(
1981)
The interaction of home and school in the production of educational inequality. Ph.D. thesis (Sociology), La Trobe University.
Toomey, D.M.
(
1986a)
How parental participation and involvement in schools can increase educational inequality. Melbourne, A.A.R.E. Conference paper, November 1986.
Toomey, D.M.
(
1986b)
Involving parents in their children’s reading.
Collected Original Research in Education. 10,2: Fiche 12F5.
Toomey, D.M.
forthcoming)
Linking class and gender inequality: the family and schooling.
Sociology.
Turbill, J.
(
1983)
So you want to write! Roseville. P.E.T.A.
Umansky, J. and S. Umansky
(
1976)
Parents as behaviour therapy technicians in treating reading deficits.
Australian Journal of Psychology. 31:89–95.
Van Laar, M.
(
1985)
Parent participation reading program.
The Educational Magazine. 42,3:20–22.
Victorian Education Department
(
1979)
Beginning reading. Melbourne, Department of Education.
Vukelich, C.
(
1984)
Parents’ role in the reading process: a review of practical suggestions and ways to communicate to parents.
The Reading Teacher. 37,6:472–477.
Vygotsky, F.
(
1978)
Mind in society. Cambridge, Mass., Harvard University Press.
Wallatt, C.
(
1985)
Child-adult interaction in home and community: contributions to understanding literacy. In
B.A. Hutson (ed.)
Advances in reading language research: Vol. 31. Greenwich, Canada, J.A.I. Press: 147–195.
Wells, G.
(
1981)
Some antecedents of early educational attainment.
British Journal Sociology of Education. 2,2:181–200.
Wells, G.
(
1982)
Story reading and the development of symbolic skills.
Australian Journal of Reading. 5,3:143–152.
Winter, S.
(
1985)
Giving parents a choice. In
K. Topping and
S. Wolfendale (eds.): 201–207.
Young, R.E.
(
1983)
A school-communication-deficit hypothesis of educational disadvantage.
Australian Journal of Education. 27,1:3–16.
Cited by
Cited by 2 other publications
Jones, M. & G. Rowley
1990.
What does research say about parental participation in children's reading development?.
Evaluation & Research in Education 4:1
► pp. 21 ff.
Toomey, Derek
1993.
Parents hearing their children read: a review. Rethinking the lessons of the Haringey Project.
Educational Research 35:3
► pp. 223 ff.
This list is based on CrossRef data as of 25 march 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.