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| Autor/in | Rasinski, Timothy V. |
|---|---|
| Titel | Reading and the Empowerment of Parents. |
| Quelle | (1988), (12 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Leitfaden; Parent Participation; Parent School Relationship; Parent Student Relationship; Reading Instruction; Reading Programs |
| Abstract | On the one hand, parents are often seen as a source of hope for many reading difficulties. On the other hand, parents are viewed by many teachers and school officials as a source of frustration and difficulty in ameliorating children's reading difficulties and fostering growth in literacy. Parents' active commitment and participation is lacking in most attempts by schools to involve parents in their reading education program. Programs to help parents help their children in reading will not reach their full potential until parents are empowered. At the school level, parent advisory committees can be established to study the school reading program and create an agenda for parent reading programs. Parents can observe reading instruction as it takes place in the school. At the individual classroom and parent-teacher level much can be done to empower parents. Teachers can ask parents what they would be willing to do at home to improve their child's reading. Parent volunteers in the classroom offer opportunities for empowerment. Teachers and administrators may initially find it difficult to share power and responsibility with parents. Strategies for overcoming this reluctance include holding seminars on the issue, and sharing experiences with teachers and parents who have successfully participated in such a program. Parent empowerment must be an honest and rigorous attempt to make parents equal partners with schools in the literacy development of their children. (MM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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