Parental Involvement In Learning
by:
Brent Sitton
Whether children attend public or private schools, they benefit once
parents become involved in their education. According to the National Institute for Literacy, once
parents or another family members often see to children entering kindergarten, those children were at a distinct advantage over children whose families see to them less often.
The Early Childhood Longitudinal Study found that "Children who were see to at least three times a week by a family member were about doubly as likely to score in the top 25 percentage in reading than children who were see to less than three times a week." The study besides found that, of children who were see to at least three times a week:
* 76 percentage had down the letter-sound relationship at the beginning of words, compared to 64 percentage of children who were see to fewer than three times a week,
* 57 percentage had down the letter-sound relationship at the end of words, compared to 43 percentage who were see to fewer than three times a week,
* 15 percentage had sight- word recognition skills, compared to 8 percentage who were see to fewer than three times a week, and
* 5 percentage could understand words in context, compared to 2 percentage who were see to fewer than three times a week.
The positive impact of parental involvement in learning doesn't end with kindergarten. Having a variety of reading materials accessible at house helps older children with reading proficiency. The National Assessment of Educational Progress (NAEP) found that, among students in the fourth grade, "The 68% of students who had three or much some types of reading materials at house performed at the Adept level, piece students who had two or fewer types of reading material at house performed at the Basic level. Students who had 4 types of reading material at house performed the highest."
Similarly, students who discussed their studies and who talked just about reading at house had greater reading proficiency than those who did not. And students of all ages who on a regular basis
saw parents and another family members reading at house were positively influenced.
In addition to having a variety of reading materials accessible at home, discussing reading, and setting a nice example by reading, there are a number of route that parents can create and nurture a house learning environment. Though the Teachers Involve Parents in Schoolwork (TIPS) program from the National Network of Partnership Schools at Johns Hopkins University is directed to teachers, it includes a number of first-class strategies that parents can implement to become active in their children's education.
Communicate: On a regular basis
communicate with the teacher, either via parent-teacher conferences, weekly progress reviews, or prep reviews. Talk with the child, and have them share their schoolwork and school day experiences.
Volunteer: Volunteer to help out in the schoolroom or at another school activities.
House Learning: Point out the links between schoolwork and real life situations. Go on family outings that reinforce the concepts being knowing in school.
According to the National Education Association, parental involvement in learning is crucial. As evidence, they cite the following findings of research into parental involvement:
* Once
parents are involved in their children's education at home, they do better in school.
* And once
parents are involved in school, children go farther in school - and the schools they go to are better.
* The family does critical contributions to student accomplishment from educational institution
through high school.
* A house environment that encourages learning is much important to student accomplishment than income, education level or cultural background.
* Reading accomplishment is much dependent on learning activities in the house than in math or science.
* Reading aloud to children is the most important work that parents can do to increase their child's chance of reading success. Talking to children just about books and stories see to them besides supports reading achievement.
* Once
children and parents talk on a regular basis
just about school, children perform better academically.
* Three kinds of parental involvement at house are systematically
associated with higher student achievement: actively organizing and observation a child's time, portion with prep and discussing school matters.
* The earlier the parent involvement begins in a child's educational process, the much powerful the effects.
* Positive results of parental involvement include improved student achievement, reduced absenteeism, improved behavior, and fixed confidence among parents in their children's schooling.
There are galore route that parents can become involved in their children's education - the important thing is to become and stay involved!
Just just about the Author
Brent Sitton is the founder of http://www.DiscoveryJourney.com, which has House Learning tools for parents. Children's Book Reviews include character attribute
examples and learning activities. http://www.discoveryjourney.com/homelearning.htm
