 Statement of the Problem  Review of related literature  Statement of Hypothesis

Lack of both parental involvement and resources negatively affect the reading scores of students with low S.E.S.

 Family literacy as a third space between home and school (Pahl & Kelly, 2005).  Interactive homework assignments (Bailey, 2006)  Reading First: A component of the No Child Left Behind Act (Whitfield, 2005)  School support strategies (Sen. et al.,2009)  Explicit Phonemic Awareness and Decoding Skills Instruction (Ryder,2007)

Pro Con Parent involvement can positively affect academic achievement and help to solve some behavioral problems. (Domina,2005 & Patall et.al 2008 & Senechal; Young 2008) Parent educational level, social status as well as the student’s environment can affect students negatively. (Tam 2009 & Walberg, 1976& 1981 & Eccleston et.al, 2010 & Horvat- McNamara et.al, 2003 & Myberg, 2008) There is a push to “build a bridge” between schools and parents. (Reed,2009 &Bailey, 2006 & Watkins, 1997 & Cook, 2005 & Goddard et.al,2001) Low Income working parents face unique barriers that hinder parental involvement. (Heymann ;Earle 2000) There are school base strategies that are in place to help children to succeed in homework. (Margolis, 2004 & Ryder, 2007 & Sen et. al & Whitfield, 2005) Educators are failing in their efforts to communicate with parents and assign homework. (Margolis, 2004 & Skinner 2004 & Gill, 2003) Tutoring centers such as Sylvan learning center, Kumon and Huntington learning centers are available. Outside tutoring can be costly. Parents of low SES have limited resources. (Horvat et.al, 2003)

HR1: Implementing reading instruction for 15 minutes five days a week over an eight week period will improve the literacy scores of 10 at-risk first grade students of school x.

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