1. The Effects of Reading at Home With a Parent on Reading Achievement in School Alissa Collins Education 702.22 Midterm Presentation

2. Table of Contents Introduction Statement of the Problem Literature Review Statement of the Hypothesis

3. Introduction Parents have the ability to be their child’s first teacher. When a parent reads to or with a young child this not only presents an opportunity for bonding, but these children could potentially learn to read before ever entering school. If practice makes perfect every parent should try their best to help their child become a PERFECT READER !

4. Statement of the Problem In a suffering and changing economy many parents must work long hours or several jobs and do not get to spend much time with their children at night. The children are missing an opportunity to establish of further develop their reading skills.

5. Statement of the Problem (continued) “Literacy learning at home influences reading achievement in school. (Adams, 1990; Meyer et al., 1994; Whitehurst et al., 1994).” “Book reading with parents facilitates the learning of written language (Koskinen et al., 2000: Wells,1985: Whitehurst et al., 1994; Whitehurst et al., 1988).” Found in- “Effects of a family literacy program adapting parental intervention to first graders’ evolution of reading and writing abilities” by Lise Saint-Laurent and Jocelyne Giasson

6. Literature Review After spending 9 weeks attending workshops for parents on how to read to your child and how to question your child after reading, the children who belonged to these parents performed significantly better on a formal assessment of reading and writing at the end of the year than children in the same grade who had parents that did not participate. (Saint- Laurent & Giasson, 2005). Economic class is often believed to influence reading achievement and how much time a parent is able to spend reading with their child. In a study where students were given the opportunity to read a text in the classroom, then spend time with it at home and then bring it back to the classroom again, my belief that practice makes perfect (or at least an improvement) is supported. The child’s first language and the socio- economic status of their family were accounted for. The amount of support given at home by the parent or guardian was analyzed. At the end of this study all students had improved in independent reading, and the students who had more parental involvement improved more than the students with less parental involvement. (Hindon & Paratore, 2007).

7. Literature Review – Cont’d If you spend any time at all in a NYC Public school you will realize how many students speak a language other than English at home. A study done in California supports the idea that reading at home in both English and a child’s Native language will improve vocabulary development. (Roberts, 2008). Children who were given an opportunity to take books home from school and read them with their parents showed an increased interest in reading as well as a higher reading level at the end of the study. (White Otto, 1990). Decoding was seen as a negative experience for some students and their parents during a study completed in 2001. The basis of this study was to look at how parents and their children interacted during shared reading and to determine what types of interactions are the most beneficial. (Baker, Mackler, Sonnenschein & Serpell, 2001).

8. Literature Review – Cont’d Rasinski and Fast Start This program stresses to parents how essential and vital their involvement is in the reading development of their children. This program was effective for children who are considered to be adequate learners and for students who were considered to be “at risk”. This program showed results and received positive feedback from the parents.

9. Statement of Hypothesis This study intends to demonstrate that reading at home with your child will improve their reading performance and advance their reading level at school. Teachers can make a difference too! Reading to a young group of students will help improve their reading skills.

10. References Baker, L., Macklet, K., Sonnenschein, S., & Serpell, R. (2001). Parent Interaction with Their First Grade Children During Storybook Reading and Relations With Subsequent Home Reading Activity and Reading Achievement. Journal of School Psychology, 39(5). doi:10:1016/S0022-4405(01)00082-6 Hindin, A., & Paratore, J. R. (2007). Supporting Young Children’s Literary Learning Through Home- School Partnerships: The Effectiveness of a Home Repeated-Reading Intervention. Journal of Literacy Research, 39(3). doi: 1080/10862960701613102 Laasko, M.L., Poikkeus, A.M., Eklund, K., & Lyytinen, P. (2004). Interest in early Shared reading: It’s relation to later anguage and letter knowledge in children with and without risk for reading difficulties. First Language,24,323-344. doi:10.1177/0142723704046041

11. References - continued Partridge, H. A. (2004). Helping Parents Make the Most of Shared Book Reading. Early Childhood Education Journal, 32(1), 25-30 Doi:10.1023/B:ECEJ.0000039640.63118.d4 Raban, B., & Nolan, A. (2005). Reading practices experienced by preschool children in areas of disadvantage. Journal of Early Childhood Research, 3. 289-298. Doi: 10.1177/1476718x05056528 Roberts, T.A. (2008). Home Storybook Reading in Primary or Second Language With Pre School Children. Evidence of Equal Effectiveness for Second Language Vocabulary Acquisition. Electronic Version] Reading Research Quarterly, 43(2), 103-130. Rasinski, T., & Stevenson, B. (2005). The Effects of Fast Start Reading: A Fluency Based Home Involvement Reading Program on the Reading Achievement of Beginning Readers. Reading Psychology An International Quarterly, 26(2). doi: 10.1080/02702710590930483

12. References – continued Saint-Laurent, L., & Giasson, J. (2005). Effects of a family literacy program adapting Parental intervention to first graders’ evolution of reading and writing abilities. Journal of Early Childhood Literacy, 5. doi: 10.1177/146879840508688 Vandermaas-Peeler, M., Nelson, J., Bumpass, C., & Sassine, B. (2009). Social contexts of development: Parent-child interactions during reading and play. Journal of Early Childhood Literacy, 9, 295-317. Doi: 10.1177/1468798409345112 White Otto, B. (1990). Development of Innter-City Kindergarteners’ Emergent LiteracyIn a Read-at-home Program. Resources in Education, 26. Retrieved from http://search.ebscohost.com.ezproxy.brooklyn.cuny.edu:2048/login. aspx?direct=true&db=eric&AN=ED323527&site=ehost-live http://search.ebscohost.com.ezproxy.brooklyn.cuny.edu:2048/login. aspx?direct=true&db=eric&AN=ED323527&site=ehost-live