(Download) "Interactive Homework for Increasing Parent Involvement and Student Reading Achievement (Review of Research)" by Childhood Education * eBook PDF Kindle ePub Free
eBook details
- Title: Interactive Homework for Increasing Parent Involvement and Student Reading Achievement (Review of Research)
- Author : Childhood Education
- Release Date : January 22, 2004
- Genre: Education,Books,Professional & Technical,
- Pages : * pages
- Size : 207 KB
Description
Although many researchers report that parental involvement will increase a child's academic achievement (Cooper, Jackson, Nye, & Lindsay, 2001; Epstein, 1994; McCarthey, 2000; Snow, 1999), little research focuses on how parental involvement efforts can be focused to improve parental interactions with students during completion of homework. Yet research indicates that parental interaction during the completion of homework is an important factor for improving parental involvement, thereby improving the home-school connection (Barbour, 1998; Comer & Haynes, 1991; Cooper et al., 2001; Epstein, 1994; Hoover-Dempsey et al., 2001; McCarthey, 2000; Segel, 1990; Snow, 1999; Swick & Graves, 1993; Taylor & Dorsey-Gaines, 1988). Despite the fact that parents indicate that they want to be involved in their children's schoolwork and researchers recommend such parental involvement, a concomitant increase in children's achievement has not been forthcoming (Epstein, 1994; McCarthey, 2000). In light of this phenomenon, it is important to recognize the variables that keep parents from being more involved in their children's schoolwork. This article will describe Interactive Reading Homework (IRH), a concept I developed during the course of my dissertation study (Bailey, 2002) as a means of increasing parental involvement and student achievement. For the scope of this review of research, IRH is homework that requires parents to 1) listen to and discuss reading vocabulary lists with students, 2) listen to students' reading while serving as tutors, 3) participate in parent/student discussions related to stories that are instigated by inferential questioning, 4) complete a parental behavior checklist regarding the degree of their involvement in the completion of the IRH assignment, and 5) assemble a reading project intricately related to the reading selection. IRH assignments require students to 1) read and discuss reading vocabulary lists with a parent; 2) read to a parent; 3) participate in a parent/student discussion related to the story, instigated by inferential questioning; and 4) write journal entries to reflect on parent/student discussions (Bailey, 2002).