ERIC Number: ED329946
Record Type: RIE
Publication Date: 1991
Reference Count: N/A
Supporting the Literacy Development of Sixth Grade Poor Readers in a Regular Classroom through Teacher Inservice and Parental Involvement.
Speights, Wilhelmenia Edwards
A practicum was implemented over an 8-month period to improve the literacy development of sixth-grade poor readers in a regular classroom. The primary goals were to empower sixth-grade classroom teachers in supporting literacy development, to strengthen the communication bond between parents and teachers, and to increase parental involvement in the educational process. The staff development and parent involvement sessions were organized based on the needs of the classroom teachers and parents and offered 35 hours of professional in-service and 3 hours of parent in-service. The theme of the sessions was "New Approaches and Strategies in Teaching Reading to Poor Readers in the Regular Classroom." Results indicated that parents would be able to support the literacy development of children in school and at home if they were provided with inservice based on a needs assessment. Teachers and parents also strengthened their ability to work together as partners in support of children's learning. (Fifteen tables of data are included and 41 references are attached. Appendixes include 10 surveys, and components of the parent and staff development sessions.) (MG)
Descriptors: Grade 6, Inservice Teacher Education, Intermediate Grades, Literacy, Low Achievement, Middle School Students, Middle Schools, Parent Participation, Parent School Relationship, Parent Teacher Cooperation, Reading Ability, Reading Difficulties, Reading Improvement, Reading Research, Reading Teachers, Staff Development, Teacher Improvement, Teacher Role
Publication Type: Dissertations/Theses - Practicum Papers
Education Level: N/A
Authoring Institution: N/A
Note: Ed.D Practicum, Nova University.