Describes a summer reading program for 26 remedial readers in which each student left voice-mail messages on the school district's voice-mail system, either reading to the teacher for three minutes or summarizing a book chapter. Describes the teacher's responses and parental feedback and involvement. Notes that all students maintained their…

Describes the paired reading approach and discusses why it appears to be more successful than other home reading activities in which parents help their children learn to read. (SR)

Describes ERIC documents pertaining to the role of parents in preparing their children to read and the ways in which they can help shape and strengthen a school's reading program. (FL)

Provides three interdependent principles which invite parents to take an active role in assessing their child's individual literacy growth. Shares six ideas for teachers who want parents to become active partners in the assessment process. (MG)

Describes a reading program being used in Akron Public Schools in which students in Chapter 1 classes and their parents participate in paired reading on a daily basis to improve their child's reading ability and confidence. (MG)

Describes how one school-based program (Parents as Partners in Reading) continued to influence the ways in which a group of low-income mothers assisted other low-income mothers and fathers in sharing books with their children after the program developer was no longer actively involved in monitoring the book-reading program. (SR)

Describes a British technique called paired reading that shows parents how to tutor their children in reading. (FL)

Presents the strategies and guidelines upon which effective school outreach programs can be built and offers a look into one elementary school's efforts to involve parents in an innercity district. (SR)

Reports on a reading program that showed parents of underachieving inner-city primary school children how to help their children improve their reading performance. Concludes that the parents not only helped their children but also improved their own reading ability. (FL)

Indicates that hearing stories read aloud in their native languages did not interfer with ESL children's reading achievement in English, and there were many benefits from having parents read those stories in a school setting. (FL)

Outlines a major literacy initiative for urban children taking place in the Dallas, Texas Public Schools. Describes several different programs at the school district level aimed at family and community outreach, in order to create a literacy-education support system with primary care givers in the homes. (SR)

Describes the "Three for the Road" reading program which sends children home with a backpack containing specific sets of books, activity suggestions, and materials (puppets, a response journal, and writing materials). Elaborates theoretical foundations of the program, tells how to implement it, and shares examples of first graders' and their…

Reviews six professional books which provide excellent theoretical principles and practical suggestions for promoting young children's literacy. (MG)

Discusses how teachers can involve parents in reading development by convincing them that they are at the center of their children's educational world. (MG)