Parents+as+reading+tutors

**Parents as reading tutors nightly encouraging reading success** Linda Dauksas, Assistant Professor, Elmhurst College dauksasl@elmhurst.edu] Diana Brannon, Associate Professor, Elmhurst College brannond@elmhurst.edu]



**Keywords:** Communities of practice, English language learners, pre-service students

**Track:** Student development and learning

**Format:** Research paper


 * Date & time: **Friday 2:00-3:10


 * Location: **Wilson

**Summary:** The Parents as Reading Teachers Nightly Encouraging Reading Success (PARTNERS) program exemplifies the partnership between a college of education and their neighboring public school district. The program fosters service-learning opportunities for college students and provides a way to examine whether college students’ decisions to work with families deemed “at-risk” can be positively influenced through experience.

The PARTNERS program provides families with materials and skills to teach their children through shared reading. The program provides pre-service teachers with opportunities to work with and learn from English Language Learning families.

Pre-service teachers’ participation in the service-learning project resulted in: 1. Students valuing the importance of having parents in the classroom.  2. Students’ realization of the complexities related to working with ELL families. 3. Students beginning to understand truly what Maslow’s hierarchy of needs is referring to when working with families who are struggling to get by each day. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">4. Students’ realization that teachers working with “families of promise” often have varied and vast roles.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">**References:** <span class="medium-font" style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Barnsley, R. F. (2003). Early intervention in the home for children at risk of reading failure. //Support for// //Learning, 18(2),// 77-82.

<span class="medium-font" style="font-family: Arial,Helvetica,sans-serif;">Barnyak, N. (2011). A Qualitative Study in a Rural Community: Investigating the Attitudes, Beliefs, and Interactions of Young Children and Their Parents Regarding Storybook Read Alouds. //Early// //Childhood Education Journal, 39(2)//, 149-159.

<span class="medium-font" style="font-family: Arial,Helvetica,sans-serif;">Briesch, A. M., Chafouleas, S. M., & Lebel, T. J. (2008). Impact of videotaped instruction in dialogic reading strategies: An investigation of caregiver implementation integrity. //Psychology in the// //Schools, 45(10),// 978-993.

<span class="medium-font" style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Caspe, M. (2009). Low-income Latino mothers’ book sharing styles and children's emergent literacy <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;"> development. //Early Childhood Research Quarterly, 24(3),// 306-324.

<span class="medium-font" style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Dale, P. S., & Cole, K. (1996). Parent-child book reading as an intervention technique for young children with language delays. //Topics in Early Childhood Special Education, 16(2),// 213-235.

<span class="medium-font" style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Doyle, B. G. & Bramwell, W. (2006). Promoting emergent literacy and social-emotional learning through dialogic reading. //Reading Teacher, 59(6),// 554-564.

<span class="title-link-wrapper" style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Huebner, C. E. & Payne, K. (2010). Home support for emergent literacy: Follow-up of a community-based implementation of dialogic reading. //Journal of Applied Developmental Psychology, 31(3),// 195-201.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Huennekens, M., & Xu, Y. (2010). Effects of a cross linguistic storybook intervention on the second language development of two preschool English language learners. //Early Childhood Education Journal, 38(1)//, 19-26.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Jimenez, T., Filippini, A. L., & Gerber, M. M. (2006). Shared reading within Latino families: An analysis of reading interactions and language use. //Bilingual Research Journal, 30(2),// 431-452.

<span class="title-link-wrapper" style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Krauss, L. D., Januszka, C. M., & Chae, C.H. (2009). Development of the dialogic reading inventory of <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;"> parent-child book reading. //Journal of Research in Childhood Education, 24(3),// 266-277.

<span class="title-link-wrapper" style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Morgan, P. L. & Meier, C. R. (2008). Dialogic Reading's Potential to Improve Children's Emergent Literacy Skills and Behavior. Preventing School Failure, 52(4), 11-16.

<span class="title-link-wrapper" style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Ortiz, R. W. & Ordonez-Jasis, R. (2005). Leyendo juntos (reading together): New directions for Latino parents' early literacy involvement. //Reading Teacher, 59(2),// 110-121.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Perry, N. J., Kay, S. M. & Brown, A. (2008). Continuity and change in home literacy practices of Hispanic families with preschool children. //Early Child Development & Care, 178(1),// 99-113.

<span class="medium-font" style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Reese, E., Sparks, A., & Leyva, D. (2010). A Review of parent interventions for preschool children’s <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;"> language and emergent literacy. //Journal of Early Childhood Literacy, 10(1)//, 97-117.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Rodriguez, B. L., Hines, R., Montiel, M. (2009). Mexican American mothers of low and middle <span class="title-link-wrapper" style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">socioeconomic status: Communication behaviors and interactive strategies during shared book reading. //Language, Speech, & Hearing Services in Schools, 40(3//), 271-282.

<span class="title-link-wrapper" style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Whitehurst, G. & Arnold, D. S. (1994). A picture book reading intervention in day care and home for <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;"> children from low-income families. //Developmental Psychology, 30(5),// 679-89.

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