|
Date
|
|
2005
|
|
|
|
Source Title
|
|
The Reading Teacher
|
|
|
|
Source Volume
|
|
59
|
|
|
|
Source Issue
|
|
2
|
|
|
|
Publication Date
|
|
October
|
|
|
|
ISSN
|
|
0034-0561
|
|
|
|
Document Language
|
|
English
|
|
|
|
Document Type(s)
|
Journal Articles
Guides--Non-Classroom Use
|
|
|
| Library Link | | |
|
|
|
|
Abstract
|
|
Teacher educators in the United States are often asked by their students how schools can develop better family literacy programs and initiatives aimed toward Latino families....Current studies on early literacy practices of Latino families suggest that there is parental guidance, participation, and concern with children's reading and writing development....Although the data presented here suggest that Latino parents are involved in a variety of ways, more work is needed to (a) help parents and educators recognize and broaden the role families have in their children's learning and (b) establish home-school relationships based on mutual respect and trust that support the attainment of literacy skills and goals. To more effectively promote comprehensive family literacy programs and initiatives, we offer the following recommendatiions. [These include:] 1. Reflect upon current notions of, and dispostions toward, parent involvement at the district, school, and classroom levels. 2. Obtain preliminary or background information from both parents. 3. Diversify reading materials. 4. Consider literacy as a means to parent empowerment. 5. Consider those parents who are not able to read or write. 6. Take into consideration those parents with particular needs. 7. Build a strong community of learners. (Journal Extract)
|
|
|
|
ERIC Descriptors
|
|
Family School Relationship; Literacy; Hispanic Americans; Parents as Teachers; Family Environment; Parent Participation; Cultural Differences; Community Involvement; Parent Attitudes; Teacher Attitudes
|
|
|
|
Categories
|
| Parent Participation | | At Risk Students >> Hispanic Americans | | Emergent Literacy >> Early Experience |
|
|
|
|
Target Audience(s)
|
Practitioners--Teachers
Parents
Practitioners--Administrators
|
|
|
|
|
|
