Suggests having teachers give reading inservice training to each other. Describes one program that did this. (FL)

Argues that teaching students to use pictures in their minds improves their thinking skills. Offers a four step procedure for helping students formulate their own techniques for creating mind pictures. (FL)

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

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)

Offers a humorous look at the problem of assessment. (FL)

Offers eight activities designed to promote positive reading attitudes in elementary school students. (FL)

Discusses why strong parental involvement programs are difficult to implement. Suggests guidelines for beginning programs of parental involvement in reading curriculum. (MM)

Presents the strategies and guidelines upon which effective school outreach programs can be built and offers a look into one elementary school's efforts to involve parents in an innercity district. (SR)

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)

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)

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)

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