NotesFAQContact Us
Search Tips
ERIC Number: ED465438
Record Type: RIE
Publication Date: 2002
Pages: 14
Abstractor: N/A
Teacher's Perceptions of Parental Involvement: How It Effects Our Children's Development in Literacy.
Levine, Lee Ann
This paper suggests ways of incorporating parent involvement in the elementary school classroom and at home, and presents the findings of a survey study examining how teachers in a New York City school in the Bronx perceived the influences of parental involvement on the development of children's literacy skills. Following introductory remarks, the paper describes the benefits of early parental involvement for children and discusses how parents may be involved in their child's literacy education as well as barriers to becoming involved. The paper then describes the survey study of 20 kindergarten through second-grade teachers regarding their perceptions of parental involvement and ways to actively involve parents. All respondents felt that parental involvement played a crucial part in a child's literacy development. Teachers felt that parents were the children's first and most important role models. Twenty-five percent of the respondents said that parents in their classrooms were actively involved. The number of parents actively involved out of a class of 25 students was about 10. Sixty percent of the teachers said that at least half of their parents were participating in home literacy activities, with 25 percent saying that close to all their parents were involved in home literacy activities. Thirty-five percent of teachers felt they could incorporate more parents into their classroom through activities such as a newsletter or having a guest storyteller. All the teachers reported using newsletters or phone calls to communicate with parents. All teachers identified strategies they would like parents to implement at home with their children to encourage literacy development. (Contains 14 references.) (KB)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A