How to Educate a Child in the Article, All in the Family: Connecting Home and School with Family Literacy

Starting from the parents, the child must inherit the instinct of wanting to learn to read, developing the curiosity that comes with the increase of knowledge, interaction with others and building positive memories, that motivate the child’s learning to read. An approach that Vygotsky supported promoting scaffolding, a guided process that adults use to teach students how to master a skill, in this case a reading and writing skills. Children begin from the womb recognizing parent’s voices, singing tone for then building connections through prints and letter sounds in an environment that promotes literacy with stories, songs, games, group activities with families, “All about me” share, and “Show and tell”, to display and build a sense of belonging in the class. Nevertheless, incorporating strategies or methods that facilitate learning to read stimulated by own personal learning style. Most young children learn kinesthetically and are visually-sensory prompted to hands on experiences, using appropriate materials in a different setting. Foremost, with an ongoing informal and formal assessment to evaluate students’ pre-knowledge at the beginning of the scholastic year, students’ way of learning, feelings, and connections through the year, and at every lesson, check for understanding, and ways to improve the next step. Ongoing assessment is part of the whole learning process, it will tell you how the students learn, and achieve appropriate reading and writing goals. A good reader promotes a good writer and vice versa, but a firm stepping stone during the developmental stages, in rich literacy environments, attempting to positive interactive experiences, and always monitored, influences the chances of the child sense of wanting to learn to

Learning to read and write as a child is an experience that all can relate to. The average child learns to read and write at the early ages of three and four. Developing literacy at an early age is crucial to academic development as well as to performance in life. Early development can be just what a child needs to stimulate their minds, which in turn is assisting in the evolution of their future. The early and latter stages of development in a child’s literacy journey are the makings for their reading and writing skills. It also plays part in their analysis of obstacles as well as their developed or problematic literacy future. A child

Introduction to reading comes through phonetic reading boxes. The reading boxes are cleverly organized, going from simple to the complex. Reading does not follow the same process of writing, which is taking our own thoughts and symbolizing. When we read, it is not our language with which we are working with, it is the author’s language. Reading is the analysis of the language followed by a synthesis. Story telling and socio-dramatic play in the environment can help the child develop an imagination that fosters a higher capability to understand what is being read to them.

An individual’s interaction with their physical and social environment can have profound influences on the development and the long-term effects of the individual particularly in terms of language comprehension and usage. Within different environments, the understanding and utilization of language will be differing based on the circumstances. In Shirley Heath’s study, “What no bedtime story means: Narrative skills at home and school,” Heath discusses on how interactions between the parent and child through the avenue of bedtime stories promotes significant development in the communication, language, literacy, and narratives of the child. Heath focuses on how three literate communities in the Southeastern United States differ in “their patterns

For an example I give a child a book to look at, sit with her and read the words with her. I let her say the word first and if she doesn’t know it I will discuss it, let her say it, talk about it and then move onto the next. Then maybe a few days later sit with the same book and again encourage her to say the words, if she get stuck on the same words again then remind her how we discussed it before.

Another method of helping children develop and help with language development is through a “word wall”. Word walls are a systematically organized collection of words displayed in large letters on a wall or another large display placed in the classroom (Gursky, 2007; McCarrier, Pinnell, & Fontas, 2000). For example: an educator can display the ABC’s around the classroom in large letters. When the educator sings the ABC song the students are also following along looking and familiarizing each letter. This is a very effective way in teaching the child his or hers ABC’s. That’s how I learned my ABC’s in kindergarten, and that’s how I taught my daughter’s their ABC’s at an even younger age. Repeating the ABC’s and simultaneously showing the child images of living and or non-living things that begin with the letters. The child will familiarize with both images and letters. School aged students, using a word wall for their sight words such as “the” “and” “to” will help the child to being reading short

I read a text called The importance of families and the home environment by Jennifer Cole and the National Literacy Trust. Jennifer Cole talks about how child's family and home environment has a strong impact on his or her language and speech development and school achievement. A parent or parents are a child's first form of educator. Cole writes about how social economic statues, family size, and parents education impact an child's home environment. The conveyed that education polices should not limit and only aim to improve literacy standards when children on spend a small percentage of their lives in school, yet polices should aim to embrace the idea of family as a whole and to get parents and guardians to be involved with him or her early.

3. Make flash cards of sight words: The brains of young children are like sponges in their first few years of their lives, taking in mountains of information and learning basic things like walking and talking. In that respect, it's a perfect time for a parent to make perhaps a few dozen flash cards and become a reading tutor, work with their kids on learning some very basic words: "cat", "dog", "apple", "ball", that sort of thing.

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.

Boys’ underachievement in reading and writing can be traced to activities within their household. For example, it is not common that young boys witness their father reading novels instead of newspapers, yet there is evidence to suggest that young boys are strongly influenced by this. Pickering (1997, p. 49) supports this by expertly stating that, “it seems hard to deny that children are affected to some extent in their learning by the home.” As a result, it can be argued that mothers are to blame as they are the ones reading stories to their

My parents love to read, and they even have a newspaper that circulates all over the Valley. Growing up there were plenty of books readily available to us at home. My parents encouraged my siblings and I to read, but weren’t always there to read to us. They have always had their own business, and consequently worked very long hours to make it successful. They helped us with schoolwork whenever they were able, but reading reinforcement at home was not 100%. When I was little I remember being excited about going to school, and did not feel disadvantaged because I only spoke Spanish. I enjoyed going to school, and learning new things. While in kindergarten I picked up the English language quickly, and seemed to be right on track in school. I think that I was a pretty average student with typical learning strengths and weaknesses.

Cultural factors always shape the ways different communities engage in readinf and writing. The research shows that the language with which children are socialized to become competent members of their community and competent users of their particular language is imbued with cultural markers general beliefs, values, and norm, as well as specific beliefs and practices related to children's development(Building Literacy Instruction From Children’s

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

What is called family education? It is generally believed that family education is the education of the children in their family life. The education is mainly from their parents. Parents consciously through their own words and behavior and family living practices, family education is the parents make a certain influence in children. We can say it is a social activity. According to the traditional opinions, family education is the life of a family. The people who are elder can make influences in the younger, and put into effect to the younger. This is called narrow family education. The generalized family education should be a kind of education which is implemented by the family members.

The home environment is essential in early learning, while preparing for school readiness. The conceptual framework includes behavioral, emotional support, school readiness, cognitive and knowledgeable factors that make children ready for school in every way. Also, when parent’s get involve in their child’s early literacy development it will have substantial effect on a child’s success in reading. “Parents’ involvement in children’s early reading experiences has been associated with stronger pre-literacy skills, literacy experiences during the preschool years and subsequent reading achievement” (Wambiri & Ndani, 2015). It is very important when children are in the home that parents provide learning skills, and a set structure time to help the success of their child in school. Parent involvement should embrace homework time and at home learning to improve and reinforce skills learned at school. Through conceptual framework many parent goals have control, involvement and cognitive learning, which are factors of child efficacy. Many researchers showed that K-12 students have the same factors associated with performance, goals, and parental self- regulated support. When there are different types of parental support, the outcome will not be the same as every home environment. When there are different support systems each child will have different outcomes with academic achievement.