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ERIC Number: EJ747276
Record Type: Journal
Publication Date: 2006-Oct
Pages: 13
Abstractor: Author
Reference Count: N/A
ISSN: ISSN-1082-3301
Interactive Homework: A Tool for Fostering Parent-Child Interactions and Improving Learning Outcomes for At-Risk Young Children
Bailey, Lora Battle
Early Childhood Education Journal, v34 n2 p155-167 Oct 2006
The notion that parent involvement impacts student learning outcomes for children who are at risk for failing academically has been supported by prominent early childhood education experts. Recent attention has been given to specific ways parents can help increase student learning through their interactions with children as they complete home learning activities. It is important to note that the term parent is used interchangeably with the terms adult, guardian and family member. The term "at-risk reader" refers to readers who are at risk of failing school because of reading deficiencies. This report will examine whether parent training to increase parent-child interactions during the completion of second grade Interactive Homework Assignments (IHA) can facilitate increases in a student's ability to draw inferences from reading selections, a skill closely aligned with proficiency in reading acquisition. The second grade level was chosen because these children were those whose teachers were concerned with preparing them to take the third grade SAT9. Third grade level was not selected because many of their professional development activities were prescribed due to their immediate concern with preparing students to take the SAT9. IHA, for the scope of this study, is homework designed to increase parent involvement and student achievement. The results indicate that specific parent training during a brief period of time, approximately four weeks, has the potential for improving academic performance for academically at-risk students.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 2; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Stanford Achievement Tests