Early Literacy Paper

in the first language, and it is the language that children begin to construct their knowledge and form meaningful communicative relationships” (p. 1). According to Karen Ford (2017), “Parents are also instrumental in supporting early language development” (p. 3) in the ELL student. With that being said, successful early childhood programs build upon the knowledge the young learners bring from home. Children come to literacy learning with varying knowledge; henceforth, the pathway to literacy is developmental. It’s the educator’s responsibility to assess and start where that child is developmentally and build on `prior experiences and knowledge. Educators must know their students as individuals, including their interest, their attitudes about reading, and their school and home experiences to provide robust classroom instruction with learning opportunity to meet individual needs.

Discussion - Coupled with common sense and classroom experience, research shows that parental involvement is crucial in improving reading and literacy skills in children from preschool through adolescence. It appears that babies who are spoken to more by caregivers, or have music or patterns played

It is critical for a parent to be involved in their children’s education because it is important for a child to have knowledge. Parents often help toddlers develop early academic skills by reading books to them or helping them learn their ABCs and numbers. When a child starts school, parents should communicate with their child’s teachers and keep track of their academic progress. Parents of older children should focus on teaching their children independent study

In the past, the importance of the experiences children have throughout early childhood were often overlooked (Paulson et al., 2004) Now, evolving into literacy as a focus in a young learner’s world in order to allow them to develop the skills necessary to be successful in the future. The key component of literacy instruction in early childhood, it the use of variety. To meet the differing needs present in the classroom, a variety of instructional strategies and learning opportunities must be utilized. This idea is known as differentiated literacy instruction.

Learning to read is a complex task, and each child learns at his/her own pace. Even though children truly learn to read at school, it does not diminish the importance of reading at home. Parents spend so much time choosing all the right schools and making sure teachers are exceeding expectations. When as parents you have the power to boost your child’s learning by simply making books an integral part of their lives. The evidence about the benefits of parents being involved in their children’s education in general, and their children’s literacy activities in particular, is unequivocal. Research shows that parental involvement in their children’s learning positively affects the child’s performance

Through this week learning resources, I have learned that there are evidences that demonstrate that when a child has limited experiences he or she is more likely to have difficult comprehending what is read. It is why early childhood professionals affirm that oral language is the foundation for literacy development. Everything that children learn about speaking and listening they use for writing and reading and what they learn from writing and reading they use in listening and speaking. In other words, oral language and literacy develop simultaneously. When parents provide rich language and literacy reinforcement at home, children do better in school than those who do not. It is also known for early childhood professionals that for a child with limited experiences is more difficult comprehending what is read. For example, a child who has being exposed to many environments like a farm or like a museum will have more mentally engagement in classrooms activities about things he or she already know that children who have not had experience in those environments. Many researches showed that children that have not have a literacy development or an oral language development years before formal schooling, are less likely to be successful beginning readers, opening an achievement lag that might last through the primary grades. Some of the reasons why parents are not actively involved into their children’s educations are their socioeconomic or legal status. For example, in an immigrant family sometimes both parents have to work and sometimes they have to work two shifts. I have known families where children are the whole day in school and with nannies. Those children do not develop any skills that help them to succeed at the time of attending forming school.

Parental involvement is vital in creating an environment for the student to thrive and succeed in. Parents are the primary caregivers and crucial assets in a child’s academic life. The parent- child relationship is very important because children tend to view their parents as being the most important role models in their lives. It is important to establish parent teacher collaboration because it allows the parent and teacher to connect in the best interest of the child. Based on the Longitudinal studies which focus on changes in behavior over time the findings of whether family involvement have a lasting impact on children’s academic achievements showed that the children in the study was more motivated, and academically did well across all grades. “The Longitudinal studies indicated that early family has potential to influence children’s academic achievement across grades.” ( Coleman 2013, p. 52). The first parent teacher conference of the school year my daughter received 2’s in english and math on her report card as well as 3’s in gym and music. When I sat down to talk to the teacher I was not so happy about her grades on her report card, so I asked the teacher what can I do to help her. As a parent you have to take a proactive measure in ensuring that

The type of (HLE) a child is in can significantly impacts a child’s emergent literacy development. (Senechal, Lefevre, Thomas , & Daley, 1996; Sawyer, et al., 2014; Sénéchal & LeFevre, 2002; Senechal & LaFevre, 2014). HLE is defined by the “frequency of storybook reading and literacy teaching during book reading” (Sawyer, et al., 2014, p. 65). Sénéchal & LeFevre (2002 & 2014) conducted a study to prove that a positive and helpful HLE aids in children’s emergent literacy. The Home Literacy Model used proved the original hypothesis. There was a statistically significant predictor of parent’s creating a positive HLE and frequency of shared book reading that positively correlated to the child’s literacy abilities for the beginning of grade 1. Shared book reading comprises 4% of the significant differences with the child’s vocabulary. The formal literacy measures presented by the parents like, actively listening to the child read and the method the parent uses to teach, was deemed most helpful as a predictor for the child’s reading abilities by the end of grade 1. The study concluded that a positive HLE promoted growth within the child’s vocabulary and word reading skills (Sénéchal & LeFevre, 2002; Senechal & LaFevre, 2014).

According to Wang, Haertel, and Walberg (1993), “family environment and support of the parents rank third in the list of factors that impact school achievement” (Villiger, Niggli, Wandeler, Kutzelmann, Does Family Make a Difference? Mid-term Effects of a School/Home-Based Intervention Program to Enhance Reading Motivation, 2012). Villiger, Niggli, Wandeler, and Kutzelmann, suggested there are two likely points of intervention for the advancement of reading motivation: the person and the situation, concluding a need of focus on intervention for self-concept. It was hypothesized that home intervention would have substantial effects on reading motivation. First, the school/home condition, school-only condition and control group were analyzed for data supporting the effects of home intervention on literacy achievement as well as the effect of reading motivation. Secondly, it was expected that students in school/home intervention classes would exhibit drastically higher post-intervention reading motivation than students in the school-only intervention classes because of parental support. Finally, it was expected that students would exhibit significant effects of cognitive outcomes in reading comprehension, due to home intervention. The primary goal was to

One of the most important goals in elementary school is for all students to be proficient readers. The foundation on which proficient readers are developed begins well before children enter school. Parents and other care providers begin supporting the reading development of children through the use of conversations, storybook interactions, and other literacy related activities that encourage active engagement (Tompkins, 2011).

The National Assessment of Educational Progress (NAEP) measures the progress of 4th and 8th graders educational achievement in mathematics and reading every two years. In 2013, almost two-thirds of 4th graders read below or at the basic level which indicated students failed to master the basic reading skills that are fundamental for proficient work at each grade level. (National Assessment of Educational Progress [NAEP], 2013). Reading plays an important role in a child’s development: socially, academically and personal. (Bishop & Leonard, 2000; Kamil, Mosenthal, Pearson & Barr, 2000). Reading increases general knowledge as well as reading achievement. Frequent readers have larger vocabularies, better literacy skills and better spelling and

Substantial evidence exists to show that children whose parents are involved in their schooling have significantly increased their academic achievement and cognitive development. The parent-child relationship is improved and parents more frequently participate in the child’s activities.

To communicate with parents about the Reading and Writing program in grades Pre K – 3:

a) The author intends to show the reader how parents (or households) play a crucial role in the development of their children’s literacy skills. Specifically the article sheds light on the importance of shared reading between parents and children. The article also discusses different techniques or strategies that can be used during said shared reading, in order to ensure proper literacy training.

Furthermore, in another article it was found that if parents transform knowledge sharing into a game or another form of play time it not only helps children in literacy development, but it creates a learning environment which demands that both parent and child invest themselves in a healthy nurturing relationship (Scipio, 2006). Parental involvement with children’s teachers, classroom activities, homework and so on have all shown to increase and improve a child’s performance in school (Scipio, 2006). Although a child’s schooling will have a great influence on his or her literacy development it has been noticed that without the parent-child relation who engages in book readings there would be a lower and much more mediocre level of literacy development. In 2007, Scipio reported that home literacy and parent-child relationships have more of a positive influence in a child’s academic achievement than schooling alone. It is also important to keep in mind that the manner in which a parent engages in home literacy highly increases a child’s overall literacy development or if executed poorly can cause a learning plateau.