Parental involvement in the development of children's reading skill: a five-year longitudinal study

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Early years
English
Parents

What are the implications of the study for parents and teachers?

In completing this digest, the authors began to ask the following questions about implications for practitioners:

the study showed how young children benefit from reading with there parents. How does your school help parents and carers, to support their children's literacy learning? Might parents find leaflets or workshops on topics such as paired reading, talking about books and reading bedtime stories helpful?
would professional development for teachers and pre-school leaders encourage them to share ideas on how to involve parents in the development of their children's literacy?
could your school develop initiatives such as community projects designed to compensate children who have had limited experience of storybooks at home?

In completing this digest, the authors began to ask the following questions and implications for school leaders:

would parents and carers in your school context benefit from information about how they can best support there childrens literacy?Are there parents or carers who may also need encouragement and confidence-building in this area, as well as information? What type of professional development for teachers and pre-school leaders might help them to support the needs of different groups of parents in your community?
could your school develop initiatives such as community projects designed to compensate children who have had limited experience of storybooks at home? Might learning mentors play a useful role in supporting early reading within school?

Your path: Home > Welcome to The Research Informed Practice Site (TRIPS) > Themes > Early years > Parental involvement in the development of children's reading skill: a five-year longitudinal studyMonMar81353352004 > What are the implications of the study for parents and teachers?
Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What were the researchers' aims and what did they find out? How did parental involvement affect children's reading attainment? Why is parental involvement in children's literacy development important? How was the study designed? What are the implications of the study for parents and teachers? Where can I find out more? Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader Parental involvement in the development of children's reading skill: a five-year longitudinal study This digest found in Early years English Parents Send to a friend Word doc 50KB Printer friendly Collate for later What are the implications of the study for parents and teachers? In completing this digest, the authors began to ask the following questions about implications for practitioners: the study showed how young children benefit from reading with there parents. How does your school help parents and carers, to support their children's literacy learning? Might parents find leaflets or workshops on topics such as paired reading, talking about books and reading bedtime stories helpful? would professional development for teachers and pre-school leaders encourage them to share ideas on how to involve parents in the development of their children's literacy? could your school develop initiatives such as community projects designed to compensate children who have had limited experience of storybooks at home? In completing this digest, the authors began to ask the following questions and implications for school leaders: would parents and carers in your school context benefit from information about how they can best support there childrens literacy?Are there parents or carers who may also need encouragement and confidence-building in this area, as well as information? What type of professional development for teachers and pre-school leaders might help them to support the needs of different groups of parents in your community? could your school develop initiatives such as community projects designed to compensate children who have had limited experience of storybooks at home? Might learning mentors play a useful role in supporting early reading within school?