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Direct linkSarahlee Desir – ProQuest LLC, 2023
In March of 2020, the World Health Organization declared COVID-19 a pandemic, drastically changing teaching and learning. Children were immediately placed in emergency remote learning, and parents became facilitators of their children's learning while children were in their virtual learning space. This study explored families' experiences with…
Descriptors: COVID-19, Pandemics, School Closing, Distance Education
Download full textBrown, Clara Lee; Schell, Robin; Denton, Rachel; Knode, Elizabeth – School Community Journal, 2019
It is known that parent involvement contributes to children's overall educational achievement as well as their literacy development. Home literacy, in particular, is critical in helping children who read below grade level. Studies also found that the quality of the interaction between the child and parent is as important as interactive…
Descriptors: Family Literacy, Parent Participation, Coaching (Performance), Literacy Education
Kosanovich, Marcia; Lee, Laurie; Foorman, Barbara – Regional Educational Laboratory Southeast, 2021
Recent efforts to motivate parents' involvement in their child's literacy development involve informing parents about how to incorporate literacy development into daily routines. Teacher leadership and communication are critical--the more teachers encourage and assist parents and caregivers in supporting their child's literacy development, the…
Descriptors: Grade 3, Elementary School Teachers, Family Involvement, Reading Skills
DeFauw, Danielle L. – Reading Horizons, 2017
High-quality writing instruction needs to permeate elementary students' in- and outside-of-school experiences. The aim of this research was to explore how teaching writing to parents may support home-school literacy connections. This qualitative case study explored parents' experiences in interactive writing sessions. The descriptive coding and…
Descriptors: Writing Instruction, Oral Reading, Pictorial Stimuli, Elementary School Students
Peer reviewedTracey, Diane H.; Young, John W. – Journal of Educational Psychology, 2002
To investigate the recommendation that children practice reading aloud at home, conversations of 3rd graders reading to their mothers were audiotaped, transcribed, and coded. Conversations between below-average readers and their mothers were marked by the frequent use of error corrections. College-educated mothers asked significantly more…
Descriptors: Educational Attainment, Family Literacy, Grade 3, Mothers
