In this article, the authors offer small changes in home-school relationships that can make a big difference in family involvement in schools. The ideas they offer in this article are neither time-consuming nor terribly complex. Some ideas can easily be implemented by a single teacher, whereas others may be more efficiently completed by committees…

Discusses how effective volunteer programs are built upon a foundation of factors that are vital to the overall success of the project: recruitment, training, variety, recognition, and evaluation. (MG)

Presents some sources and resources that allow educators to obtain relevant data, printed materials, purposeful advice, and ideas that ensure effective home-school relationships. Lists addresses of organizations readers may wish to contact to obtain information. (MG)

On the one hand, parents are often seen as a source of hope for many reading difficulties. On the other hand, parents are viewed by many teachers and school officials as a source of frustration and difficulty in ameliorating children's reading difficulties and fostering growth in literacy. Parents' active commitment and participation is lacking in…

Provides a selection of criteria (including needs assessment, shared responsibilities, decision making, constant communication, and continuous participation) which must be part of lasting and long-term outreach efforts with parents. (MG)

Presents a scheme for organizing the various dimensions of parent-school involvement. Discusses four aspects of the model: monitoring, informing, participation, and empowerment. (MG)

Presents some examples of how reading education and the community can come together. Divides the presentation into two types of community involvement: bringing the community into the schools and integrating classrooms into the community. (MG)

Noting the time parents can spend with their children in literacy activities is often limited, identifies and describes eight principles upon which the success of parent-child literacy efforts appear to hinge, such as (1) regular daily time, (2) purpose and motivation, and (3) real literacy activity. (NH)

Presents 14 ideas for reaching nonparticipating parents and involving them with the reading program at their child's school. (MG)

Provides three interdependent principles which invite parents to take an active role in assessing their child's individual literacy growth. Shares six ideas for teachers who want parents to become active partners in the assessment process. (MG)

Describes a reading program being used in Akron Public Schools in which students in Chapter 1 classes and their parents participate in paired reading on a daily basis to improve their child's reading ability and confidence. (MG)

Presents some ways parents can help set an environment at home that promotes literacy growth. (MG)

Proposes that the best reading advice to give parents is this: parents should read to their children. Explains the reason why this is the best advice, and offers tips for successful read-alouds. (MG)

Points out that a potentially serious flaw in many school-based programs lies in the fact that these programs are often for rather than by parents. Suggests that parents be included in the conceptualization, planning, and implementation of such programs. (MG)

States that parent involvement appears to hold great potential for the improvement of literacy education. Interviews over 60 teachers about their attitudes toward parent involvement in reading. Indicates that teacher perceptions of what constitutes parent involvement differed by grade level, and teacher perceptions of parent role appeared to…