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)

Outlines a series of eight defense mechanisms teachers typically employ in parent/teacher conferences. Offers alternative approaches that teachers can practice and consider prior to conferences. (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 14 ideas for reaching nonparticipating parents and involving them with the reading program at their child's school. (MG)

Surveys parents to find out what they thought about the reading instruction their children receive in schools and how it could be improved. Reports that reading educators need to communicate with parents about the design and importance of reading instruction. (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)

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)

Lists 13 whole language projects and possibilities selected from many schools which can be used as a source of ideas to stimulate parents' engagement in whole language activities. Shares the efforts of 1 school, and describes how parents are involved in promoting reading and writing. (MG)