A study focused on the parent-child interaction and reading issues such as the correction of chil... more A study focused on the parent-child interaction and reading issues such as the correction of children's oral miscues, comprehension, and questioning techniques as the children and parents either took turns reading or as the parent listened to the child read orally from six multicultural selections. Subjects were four African-American second graders and their mothers, who were from a variety of socioeconomic backgrounds in a small Southern city. Parents participated in the study because it had to do with reading and they thought it might help their child in some way. Data were collected over a 6-week period using phenomenological inquiry and inductive analysis. Results indicated that although each of these mothers had a different approach to reading with her child, each was successful-each child was on grade level and found pleasure in reading. For each family, learning to read and reading well was valued. The mothers were doing what the teachers expected them to do in helping their children with reading. (Contains 29 references and a table of data.) (RS)
A study explored the lives of families and successful readers within "at-risk" environments. This... more A study explored the lives of families and successful readers within "at-risk" environments. This inquiry sought to identify and understand the home and family characteristics that enable children to defy the myths and become successful readers and literacy users, when individuals and institutions would suggest they would fail. Through structured interviews with children and their families, the study focused on the nature of literacy acquisition in the home as it was reflected in the success the child had demonstrated in school. This qualitative research extends the literature by revealing the intricacies of homes and families that foster children's literacy development, when conventional predictors would suggest they would fail. For the purposes of the study, student success in reading was defined as having achieved grade level or better performance on informal reading measures administered by the teacher, and economically disadvantaged was defined as having qualified to be a recipient of free or reduced lunch. Participants, six fifth-grade students, came from two low-performing elementary schools in a small Southern city where a major state university is located. Some findings are: (1) there is no identified set of conditions necessary for a child to become a successful reader; (2) children from economically disadvantaged families view reading as a skill to be shared with others; (3) progressive optimism and "high literacy press" are constructs that define the attitudes, values, and practices that families put forth to help their children become successful readers; and (4) families were able to apply progressive optimism and high literacy press to create literacy milieus for their children in spite of difficulties. (Contains 97 references.) (NKA) Reproductions supplied by EDRS are the best that can be made from the original document.
A study focused on the parent-child interaction and reading issues such as the correction of chil... more A study focused on the parent-child interaction and reading issues such as the correction of children's oral miscues, comprehension, and questioning techniques as the children and parents either took turns reading or as the parent listened to the child read orally from six multicultural selections. Subjects were four African-American second graders and their mothers, who were from a variety of socioeconomic backgrounds in a small Southern city. Parents participated in the study because it had to do with reading and they thought it might help their child in some way. Data were collected over a 6-week period using phenomenological inquiry and inductive analysis. Results indicated that although each of these mothers had a different approach to reading with her child, each was successful-each child was on grade level and found pleasure in reading. For each family, learning to read and reading well was valued. The mothers were doing what the teachers expected them to do in helping their children with reading. (Contains 29 references and a table of data.) (RS)
A study explored the lives of families and successful readers within "at-risk" environments. This... more A study explored the lives of families and successful readers within "at-risk" environments. This inquiry sought to identify and understand the home and family characteristics that enable children to defy the myths and become successful readers and literacy users, when individuals and institutions would suggest they would fail. Through structured interviews with children and their families, the study focused on the nature of literacy acquisition in the home as it was reflected in the success the child had demonstrated in school. This qualitative research extends the literature by revealing the intricacies of homes and families that foster children's literacy development, when conventional predictors would suggest they would fail. For the purposes of the study, student success in reading was defined as having achieved grade level or better performance on informal reading measures administered by the teacher, and economically disadvantaged was defined as having qualified to be a recipient of free or reduced lunch. Participants, six fifth-grade students, came from two low-performing elementary schools in a small Southern city where a major state university is located. Some findings are: (1) there is no identified set of conditions necessary for a child to become a successful reader; (2) children from economically disadvantaged families view reading as a skill to be shared with others; (3) progressive optimism and "high literacy press" are constructs that define the attitudes, values, and practices that families put forth to help their children become successful readers; and (4) families were able to apply progressive optimism and high literacy press to create literacy milieus for their children in spite of difficulties. (Contains 97 references.) (NKA) Reproductions supplied by EDRS are the best that can be made from the original document.
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