The Parents’ Role in Helping Children to Develop Reading Skills
Abstract
The article deals with the development of children’s reading skills that are regarded as the major foundational skills for all school-based learning, academic and occupational success. Thus, parents can and should play a significant role in helping their children to develop reading skills and in encouraging their growth in this respect. It is often emphasised that starting early is the best way for parents to prepare their child for school and life progress. As parents can have a huge impact on how quickly their children learn to read, the ways parents can help their children with reading are suggested in the article. It also includes activities for families with children that can make learning experiences out of the everyday routines in which parents and their children participate if they want to help children to gain the skills they need to become readers. The resulting steps that parents can take to help the child become a successful reader are offered. The author considers that it is important for parents to know what children like in books and the kinds of books that are the most suitable for children at different ages, and that the books that parents pick to read with the child are very important.
References
Ackerman Sh., “The Guide To 1st Grade”, Parents. Raising Readers and Learners 2015. Retrieved from: < http://www.scholastic.com/parents_/resources/collection./> [12.07.2017].
Lyon G.R., “Developing Reading Skills in Your Children”, Great School Staff 2016, March.
Lyon G.R., Learning to Read: A Call from Research to Action. Get Ready to Read, 1997, Retrieved from: <http://www.getreadytoread.org./early-learning-childhood-basics. /early-literacy> [12.07.2017]
Swanson B. B., “How Can I Improve My Child’s Reading?” Parent Brochure. ACCESS ERIC 2001.
Berardi M. K., Parental Participation in Non-formal Education Activities. Pennsylvania State University. The Graduate School. College of Agricultural Sciences 2009.
Early Reading Strategy: The Report of the Expert Panel on Early Reading in Ontario. Ministry of Education, 2003.
Keith R., Foorman B., Perfetti Ch. A., Pesetsky D., Seidenberg M. S., “How Psychological Science Informs the Teaching of Reading”, Psychological Science in the Public Interest 2001, p. 31–74.
Sénéchal M. and LeFevre J-A., “Parental Involvement in the Development of Children’s Reading Skill: A Five-Year Longitudinal Study”, Child Development 2002, Vol. 73, No 2, March/April, pp. 445–460.
Teaching Reading Report and Recommendation, Commonwealth Copyright 2011.
Wolf M., Stoodley C. J., Proust and the Squid: the Story and Science of the Reading Brain, Harper, New York 2007.
Copyright (c) 2018 Elementary Education in Theory and Practice
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
- When submitting a text, the author declares that he/she is the Author of the article (hereinafter referred to as the “Work”) and:
- he/she owns the exclusive and unlimited copyright to the Work,
- is entitled to dispose of the copyright to the Work.
Declares that it does not infringe any third party copyrights or legal rights.
Declares that there is no conflict of interest.
2. At the same time, the Author grants the Ignatianum University in Cracowa royalty-free, non-exclusive and territorially unlimited licence to use the Work in the following fields of exploitation:
- recording the Work in a hard copy, as well as on a digital or magnetic medium;
- reproduction of the Work using any technique, without limitation of the number of editions or copies;
- distribution of the Work and its copies on any medium, including marketing, sale, lending, and rental;
- introduction of the Work into a computer memory;
- disseminating the Work in information networks, including in the Internet;
- public performance, exhibition, display, reproduction, broadcasting and re-broadcasting, as well as making the Work available to the public in such a way that everyone can have access to it at a time and place of their own choosing;
- within the scope of dependent rights to the Work, including in particular the right to make necessary changes to the Work resulting from editorial and methodical development, as well as to translate the Work into foreign languages;
The licence is granted from the moment of the transfer of the Work to the Ignatianum University in Cracow. The Ignatianum University in Cracow is entitled to grant further sub-licences to the Work within the scope of the right granted. The licence is time-limited and it is granted for a period of 15 years, starting from the date of its granting.
Authors are permitted and encouraged to publish their text online (e.g. in their institution’s repository or on the institution’s website) before or during the submission process as this may lead to beneficial exchanges, as well as earlier and greater citation of the published text (See The Effect of Open Access). We recommend using any of the following portals of research associations:
- ResearchGate
- SSRN
- Academia.edu
- Selected Works
- Academic Search