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ERIC Number: ED335632
Record Type: Non-Journal
Publication Date: 1991
Pages: 147
Abstractor: N/A
Reference Count: N/A
Helping Parents Help Their Children Toward Literacy.
Nichols, G. Jeane
A practicum was designed to help parents of kindergartners in a low income area help their children develop literacy. The primary goal was to secure the active involvement of parents in their children's learning experiences. Other goals included improving kindergarten teachers' communication skills and expanding their strategies for reaching out to parents, and building a network of support for children by linking the resources of the home, school, and community. A needs assessment survey and a parent contract were administered to parents, the interests and needs of participating parents and the time commitment they preferred were determined, orientation and Parent Help Sessions (PHS) were planned and conducted for parents and teachers, resource people were recruited to assist with presentations that required specific skills to meet parents' and teachers' needs, and evaluation components were developed and administered. Results indicated that the PHS, the classroom and school visits, and participation were positive experiences for parents and teachers. Parents indicated that the training, classroom and school visits, and home activities enabled them to help their children at home. Of the 80 parents, 75 made significant progress through active involvement in helping their children toward literacy. (Nine tables of data are included and 67 references are attached. Appendixes include interview questions, Chapter 1 parent involvement survey, frequency distribution data, parent contract, PHS topics checklist, activities calendars, sign-in sheet, classroom registry, home contract form, parent session attendance roster, questionnaires, certificate of involvement, and notice for PHS.) (MG)
Publication Type: Dissertations/Theses - Practicum Papers; Guides - Classroom - Teacher
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A