| Whether children attend public or private schools, | | | | Hopkins University is directed to teachers, it includes |
| they benefit when parents become involved in their | | | | a number of excellent strategies that parents can |
| education. According to the National Institute for | | | | implement to become active in their children's |
| Literacy, when parents or other family members | | | | education. |
| frequently read to children entering kindergarten, | | | | Communicate: Regularly communicate with the |
| those children were at a distinct advantage over | | | | teacher, either via parent-teacher conferences, |
| children whose families read to them less often. | | | | weekly progress reviews, or homework reviews. |
| The Early Childhood Longitudinal Study found that | | | | Talk with the child, and have them share their |
| "Children who were read to at least three times a | | | | schoolwork and school day experiences. |
| week by a family member were almost twice as | | | | Volunteer: Volunteer to help out in the classroom or |
| likely to score in the top 25 percent in reading than | | | | at other school activities. |
| children who were read to less than three times a | | | | Home Learning: Point out the links between |
| week." The study also found that, of children who | | | | schoolwork and real life situations. Go on family |
| were read to at least three times a week: | | | | outings that reinforce the concepts being learned in |
| * 76 percent had mastered the letter-sound | | | | school. |
| relationship at the beginning of words, compared to | | | | According to the National Education Association, |
| 64 percent of children who were read to fewer than | | | | parental involvement in learning is crucial. As evidence, |
| three times a week, | | | | they cite the following findings of research into |
| * 57 percent had mastered the letter-sound | | | | parental involvement: |
| relationship at the end of words, compared to 43 | | | | * When parents are involved in their children's |
| percent who were read to fewer than three times a | | | | education at home, they do better in school. |
| week, | | | | * And when parents are involved in school, children |
| * 15 percent had sight- word recognition skills, | | | | go farther in school - and the schools they go to are |
| compared to 8 percent who were read to fewer | | | | better. |
| than three times a week, and | | | | * The family makes critical contributions to student |
| * 5 percent could understand words in context, | | | | achievement from preschool through high school. |
| compared to 2 percent who were read to fewer | | | | * A home environment that encourages learning is |
| than three times a week. | | | | more important to student achievement than income, |
| The positive impact of parental involvement in | | | | education level or cultural background. |
| learning doesn't end with kindergarten. Having a | | | | * Reading achievement is more dependent on |
| variety of reading materials available at home helps | | | | learning activities in the home than in math or science. |
| older children with reading proficiency. The National | | | | * Reading aloud to children is the most important |
| Assessment of Educational Progress (NAEP) found | | | | activity that parents can do to increase their child's |
| that, among students in the fourth grade, "The 68% | | | | chance of reading success. Talking to children about |
| of students who had three or more different types | | | | books and stories read to them also supports reading |
| of reading materials at home performed at the | | | | achievement. |
| Proficient level, while students who had two or fewer | | | | * When children and parents talk regularly about |
| types of reading material at home performed at the | | | | school, children perform better academically. |
| Basic level. Students who had 4 types of reading | | | | * Three kinds of parental involvement at home are |
| material at home performed the highest." | | | | consistently associated with higher student |
| Similarly, students who discussed their studies and | | | | achievement: actively organizing and monitoring a |
| who talked about reading at home had greater | | | | child's time, helping with homework and discussing |
| reading proficiency than those who did not. And | | | | school matters. |
| students of all ages who regularly saw parents and | | | | * The earlier the parent involvement begins in a child's |
| other family members reading at home were | | | | educational process, the more powerful the effects. |
| positively influenced. | | | | * Positive results of parental involvement include |
| In addition to having a variety of reading materials | | | | improved student achievement, reduced |
| available at home, discussing reading, and setting a | | | | absenteeism, improved behavior, and restored |
| good example by reading, there are a number of | | | | confidence among parents in their children's schooling. |
| ways that parents can create and nurture a home | | | | There are many ways that parents can become |
| learning environment. Although the Teachers Involve | | | | involved in their children's education - the important |
| Parents in Schoolwork (TIPS) program from the | | | | thing is to become and stay involved! |
| National Network of Partnership Schools at Johns | | | | |