Reading Relationships: The Power of Parents

Abstract

When it comes to early literacy learning, the quality and quantity of home and school interactions are crucial. Effective home literacy experiences improve outcomes related to reading and listening comprehension and vocabulary (Sénéchal & LeFevre, 2002), as does access to quality early childhood (Barnett, 2008) and elementary educational programs. Literacy practices at school and home have a synergistic and complementary relationship—teachers have specialized knowledge of curricula, cognition and learning, and instructional techniques; parents have intimate knowledge of their children's interests, background knowledge, and (typically) more opportunities to practice literacy skills one on one. When the two work harmoniously, children reap the most benefits. However, forging these relationships can be difficult, particularly when parents are intimidated or overwhelmed by the idea of "teaching" at home (Green, Walker, Hoover-Dempsey, & Sandler, 2007). Many parents are eager to work with their children at home but are unsure of how to best do so (Drummond & Stipek, 2004). Although many teachers simply ask parents to work on school tasks (i.e., homework) at home, we suggest highlighting opportunities and providing tips for literacy learning within everyday family interactions. This can foster authentic learning experiences and position parents as partners in their children's literacy learning and success. Below we give examples of ways in which parents can infuse literacy into three common family activities, each of which aligns with the Common Core State Standards for English language arts and builds skills central to reading success (National Early Literacy Panel, 2008; National Reading Panel, 2002).