Md7 project1 mk_2015
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This document discusses a study exploring parents' perceptions of literacy development for their preschool children in a rural school district. The study aims to understand how parents view their role in literacy and the types of literacy activities they do at home. It also examines recent research showing that home literacy is important for early development but many parents are uncertain how to support literacy skills before school. The conclusion emphasizes that parents greatly influence children's literacy foundations and are their first teachers through activities like reading, conversations and involvement in their education.
Md7 project1 mk_2015
- 1. Piece for Dissemination Presented by: Melania Kesoglou
- 2. Problem Statement • There is a problem at a Northeast rural school district in Hillsborough County. That problem, specifically, is parents’ perspectives on literacy development of preschool children. Currently, it is not known how parents perceive their role in their children’s literacy development, and the types of literacy activities they do with their children at home. The teachers are working with parents to extend learning at home. However, further research needs to be done in order to further investigate parents’ perceptions of literacy development and how parents can help influence literacy at home with their children. This problem impacts the children and parents in this district because children enter kindergarten with very low scores.
- 3. Highlights of this Study • Explore how parents perceive literacy development and how they influence literacy • Kinds of activities parents engage in with their children at home to help them become better readers • Share recent research on literacy development
- 4. Parents and literacy development • Home literacy is vital to early literacy development. Taking in consideration the preparation of some children when they start school, it is apparent that many parents are not receiving or using the information from school on how to get involved in their children’s education (Honig, 2010)
- 5. Parents and literacy development • The message about how parents may help their children develop their literacy skills is either not being communicated clearly, or is not clearly understood. Many parents are not certain about the importance of literacy before their children start school, or how to help their children develop their literacy skills (Snow & Goodman, 2011).
- 6. Parental involvement • Children need to be surrounded with books to increase the likelihood that books will become a natural part of living • Helping our children learn to read is as simple as reading to them every day (Taylor, 2010) • As their language develops, children also learn that written language is different from spoken language and this starts at home
- 7. Parental involvement • Some families do not always have access to information and materials to support their children’s literacy learning at home (Delgado-Gaitan, 2012). • Educators must begin addressing community needs that are not yet being met by state or national public systems, offering alternative early intervention opportunities for preschool children by equipping parents to support their children as they learn to read(NEA, 2011).
- 8. Parental involvement • Parent-teacher interaction is the key to parental involvement. • Parents should receive training on techniques and strategies to support the quality of their interaction with their children • Teachers should get involved parents in the education of their children • The literacy instruction parents provide their children impact their reading skills (Snow, 2010).
- 9. Research • Durkin (2010) found that parents who attempted to teach children more formally were not as successful as parents who simply responded to children’s needs and requests about reading or simply read to them
- 10. Research • Morrow (2011) stated that responsive parents do not only answer their children’s questions, but also initiate activities that promote literacy such as talking to the child while dressing, singing nursery rhymes while feeding an infant.
- 11. Research • Powel (2010) reported that children’s rich experiences within families are connected to availability of language materials and parents’ approaches to reading and writing
- 12. Other important facts • It seems that many parents may be uncertain about the importance of literacy before schooling, and how to help their children become better readers (Goodman, 2011) • Promoting high quality, at home literacy experiences could be a key in closing the gap between struggling readers, by increasing opportunities that promote literacy in the home (Bierman, 2011)
- 13. Other important facts • Early studies focusing on the language and literacy development in children point out the fact that the literacy includes listening and talking • Emerge of literacy in children begins a long time before the formal schooling at schools (Makin & Whitehead, 2010).
- 14. Conclusion • Parents can influence and guide their child’s development by scaffolding conversations, introducing the love for reading, advanced vocabulary and parental involvement at school • A literacy rich environment is ideal • Parents play an important role in the building of their children’s literacy foundations • Literacy begins in the family, and parents and caregivers are each child's first and most important teachers (Thomas, Fazio & Stiefelmeyer, 2011)
- 15. References • Bierman, K. L. (2011). Promoting academic and social-emotional school readiness: The Head Start REDI program. Child Development, 79, 1802–1817. • Delgado-Gaitan, C. (2012) Consejos: The power of cultural narratives. Anthropology & Education Quarterly, 25, 298-316. • Durkin, D. (2010). Children Who Read Early: Two Longitudinal Studies. Teachers College Press. • Goodman, K. S. (2011). Reading, writing, and written texts: A transactional sociopsycholinguistic view. In A. Flurkey & J. Xu (Eds.), On the revolution of reading: The selected writings of Kenneth S. Goodman, 3-45. Portsmouth, NH: Heinemann. • Honig, A.S.(2010). Oral Language Development. Early Child Development and Care, 177 (6-7), 581-613. • Morrow, L. M.(2011). The family fluency program. The Reading Teacher, 60(4), 322-333. • National Endowment for the Arts. (2011). To read or not to read: A question of national consequence (Research Report #47). Washington, DC: Author. • Powell, D. R. (2010). Searches for what works in parenting interventions. In T. Luster & L. Okagaki (Eds.), Parenting: An ecological perspective (2nd ed., pp. 343-373). Mahwah: NJ: Lawrence Erlbaum Associates.
- 16. References • Snow, C. & Goodman, P. (2010) Preventing reading difficulties in young children. Report No. CSO13084. Washington, D.C: National Research Council. • Taylor, D. (2010). Growing up literate: Learning from inner city families. Portsmouth. NH; Heinemann. • Thomas, A., Fazio, L., & Stiefelmeyer, B.L. (2011). Families at School: A handbook for parents. Delaware: International Reading Association.