In this qualitative case study, the authors explored the responses of seven Mexican American mothers during a bilingual (Spanish-English) parent book club with a chapter book from their children's elementary school literacy curriculum. The authors sought to better understand the findings of a previous study in which parents expressed new learning…

Enjoyment of reading books is related to reading proficiency, and fostering students' enjoyment of reading is imperative to support continued reading engagement. However, not all students understand that reading is important, and not all students are regularly engaged in recreational reading. Children typically read for pleasure less often as they…

Writing is a complex act that requires students' concentrated time and effort to master--time and effort that teachers strain to find in a crowded curriculum. Despite this struggle to prioritize writing, students in the 21st century need writing skills to participate in the workplace, academia, economy, and democracy. If writing skills really are…

Discusses parental involvement in education. (FL)

Discusses how to create an effective working partnership between parents and teachers. Discusses parents as part of their children's literacy development, as teaching partners in the classroom, as resource persons in the classroom, and as teachers at home. (SR)

Presents a new approach to spelling instruction, "cued spelling," that gives children greater control over their own learning. Describes the procedure designed for two individuals working together, whether parent and child or two children. (SR)

Describes the paired reading approach and discusses why it appears to be more successful than other home reading activities in which parents help their children learn to read. (SR)

Describes a Chicago, IL, family literacy program that offers simultaneous and connected education for Latino adults and children. Discusses how the Parents as Teachers and ESL parts of the program are connected; how to construct a family literacy curriculum; what language should be used for family literacy instruction; and what happens in a…

Annotates and reviews four books for parents and educators who are interested in homeschooling and two books about children's literature for those who want to either supplement or supplant traditional schooling efforts. (MG)

This article examines the historical literacy experiences and current literacy practices of the parents of one working class family as they shape the literacy learning of their four-year-old daughter. Data collected from field notes, observations, and videotaped interviews of the parents and daughter were analyzed and events sorted into categories…

Describes how one school-based program (Parents as Partners in Reading) continued to influence the ways in which a group of low-income mothers assisted other low-income mothers and fathers in sharing books with their children after the program developer was no longer actively involved in monitoring the book-reading program. (SR)

The author asserts that "Children benefit when teachers and parents reinforce the same concepts and ideas. For this to happen, teachers and parents must have some knowledge of what happens in the classroom and what happens at home that support reading acquisition." In this article, the author describes several strategies that teachers can share…

Summer reading loss is a documented reality for many students. It is often of greatest concern for those who are already at risk, who typically have limited access to reading materials at home and whose parents or caregivers may be reluctant or unsure of how to help. By raising parents' awareness of the importance of supporting their children's…

Describes a parent volunteer tutoring program, called "Reading Together," that is run by members of the community, and that provides opportunities for kindergarten and pre-first-grade children to read and write in a playful environment. (SR)

Describes a successful home-based parent-training program implemented in the Tyrone, Pennsylvania school district in l979 which supports the concept of training parents to work with their preschoolers at home as an effective approach toward improving learning readiness and achieving parental involvement in the early education of children. (NH)