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Invitations to Families in an Early Literacy Support Program
Author(s) -
Waldbart Adria,
Meyers Barbara,
Meyers Joel
Publication year - 2006
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1598/rt.59.8.5
Subject(s) - family literacy , psychology , literacy , emergent literacy , quality (philosophy) , early literacy , literacy education , mathematics education , developmental psychology , low income , key (lock) , emotional support , pedagogy , medical education , social psychology , social support , sociology , computer science , philosophy , medicine , computer security , epistemology , socioeconomics
Teachers know that when families are involved meaningfully in schools, students perform better in academic, behavioral, and emotional domains. This article describes a project designed to enhance the quality of children's literacy interactions with family members and simultaneously increase family involvement at school. The level of participation of a classroom teacher is key in implementing a family literacy support program in a low‐income neighborhood.