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Paper Abstract: Discusses if this partnership helps children's literacy. Reviews studies on the topic. Contends that parental involvement helps resolve their children's literacy problems. Maintains that the school needs to take responsibility for the creation of this partnership. Cultural considerations. Teacher training. Parent-teacher relationships. Community assistance. Role of technology. Paper Introduction: BUILDING HOME-SCHOOL PARTNERSHIPS CAN SUPPORT CHILDREN WHO STRUGGLE WITH LITERACY ABSTRACT The purpose of this research paper was to determine if home- school partnerships support children who struggle with literacy. A review of the literature on this topic provided evidence that parents are interested in their children's education and their involvement does help to resolve literacy problems. Since home school partnerships result in increased parental involvement, they are considered to be supportive of children with literacy problems. Additionally it was concluded that the school needs to take responsibility for the creation of this partnership. Findings implied that teacher training may be necessary to further the development of optimal relationships between parents Text of the Paper: The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper. Included in the list of hot topics regarding literacy are issues oflinguistic and cultural diversity. Classes areprovided for families in the evenings to introduce and educate regardingthe use of computers with educational software (Orwig 1994).Home-School Partnership Plans. LaGasse and Linn report the promotion of a literacy programfor low income families during well-patient visits. Meetings were scheduled by 85% ofschools, at odd times to accommodate working parents; 9 % of the parentssupported this schedule. INTRODUCTION While levels of achievement are not always empirically correlatedwith parental involvement, research consistently demonstrates theimportance of parental commitment in their child's education (Finn 1998;Lazar and Slostad 1999). The parent writesthe journal and brings it in to discuss with the teacher; this providesinformation to both the teacher and the parent regarding strategies thatinitiate and maintain literacy efforts. This research paper investigated the efficacy ofhome-school partnerships for the support of children who struggle withliteracy. Since students tend to enjoy the use ofcomputers, this technology is providing a method of building partnershipsbetween students, parents, and teachers (Marvelle 1992). Neuman and Roskos report that learningneeds to be made interesting for children, and that this includes aculturally responsive approach. 1999. Family literacy programs address these and other issues asthey attempt to prevent student illiteracy (Nistler and Maiers 1999, 3-5). Describer style, focuses on describingpictures while reading, comprehender style focusses on story meaning, andperformance style introduces the book and then discusses story meaning. A fourth activity, found tobe associated with younger children, is reading with their children. For example, in 1994, a survey of 17,424 students (NationalEducational Longitudinal Study), demonstrated that benefits associated withhome school partnerships included higher attendance and grades, moreappropriate behavior, and more homework efforts when families were involvedin school events and home learning activities. By the year 2 , it was estimated that 42% of allhouseholds would have Internet access. 1995. Examples include the American Schooldirectory which provides information about every school in the U.S. The Goals 2 : Educate America Act states that all schools willpromote partnerships to increase parental involvement for the academicgrowth of children, and teacher accreditation agencies require teachers tomeet this federal standard (Lazar and Slostad 1999). As one researcher noted, differentpoints of view on the topic determine the manner in which educators,parents, children and family use and evaluate literacy (Hill 1997). Further obstacles for secondary teachers include the students'increased need for autonomy for the secondary school age group, and thenature of the class structure and curriculum. The buildingof successful home school partnerships will require an understanding ofthis approach.Increasing Literacy. For example Pacific Union School in Arcata, CA letsfourth-grade students take computers home and Community Consolidated SchoolDistrict 15's Senior Exchange Program pays the seniors for helping incomputer labs and classrooms. forfamilies that are planning a move. Newman reiterates the resounding connection between home and school,stating that the parent is the key factor in the academic achievement oftheir child. Communities are lending assistance to home school partnerships.Other examples of methods to improve teacher-parent relationships includeideas such as the home literacy inventory, planned meetings, volunteering,and cultural considerations. A 1998 survey by the U.S. Internationalresearch assists with the further understanding of home school partnershipsand other efforts that have been made to improve school effectiveness(Epstein and Sanders 1998, 392-394). Other examples include SchoolLife, which assists community andstudents by helping them communicate online; tools are provided to helpcreate Web cites, that can be used to convey information to parents.Electric Schoolhouse provides e-mail, chat rooms, and bulletin boards withabilities to set up class pages for student and parent viewing (Carter1999). Differentsituations were analyzed regarding issues of how to present and solveproblems or invite families to school (Kohler 1998, 374). "Perspectives on Early Literacy and Home- School Connections." Australian Journal of Language and Literacy 2 (4):263-28 .Kohler, Hartmut. Results of this two-yearnational project, involving 1 schools in England and Wales, includedincreases in student self-worth, reinforced parent-teacher collaborationwith increased teacher confidence regarding cooperation with parents, andimproved student attitude, behavior, and attendance (Street 1998). 1999. Parents are provided with e-mailaccounts to keep in touch with teachers; teachers have templates to developWeb pages for parental access to classroom activities. "Parental Engagement That Makes a Difference." Educational Leadership 55(8):2 -24.Fisch, Robert, O., Marty Smith, and Margaret Yatsevitch Phinney. A teacher's focusgroup, of which the author is a member, developed a two-step plan to meetthese concerns. National and internationalstudies reveal that home school partnerships appear to determine whetherand how parents become involved in their child's education. Obstacles to parent-teacher collaboration include the teacher'snegative view of the parent and a lack of teacher training to deal with theparent. International studies have pointed out thatno two schools are alike, communication is of primary importance, andsuccessful partnerships required a responsible effort on the part of theschools. Current perspectives focus more on teaching skills such as phonicsand the roles families can play in literacy. Standing (1999) reports on an obstacle that appears to be overlookedby many. It is concluded that furtherunderstanding of the parent's role and overcoming assumptions about parentinvolvement are necessary to promote collaboration between the parent andteacher (Lazar and Slostad). Teachers were trained to use a technology-based reading program, withguiding principles mixing whole language and phonics instruction. The program concluded that most parents andfamilies were interested and did attempt to support their children'sliteracy development, but that they needed more information regardingtechnique, and that teachers need more support to set up productiveinteractions with parents. 1992. TechnologyCompany Involvement. With book reading proving to be a favorite among parents andchildren, issues related to reading have become a focus in literacyresearch. Nistler and Maiers note thatprimary participants of these programs are female, and educators tend toinvestigate what the meaning of involvement is to the participants in it(Nistler and Maiers 5-7). Wenrich. This would include building on the use ofthe language and literacy that the child is already familiar with, toconnect the home and school. The current study of 525 general education students and 112 specialeducation students, expanded knowledge of school home partnerships toinclude both the general and special education populations. Theacademic work for this age group may be beyond the parents' capability,limiting their ability to assist the student. Since home school partnerships result in increasedparental involvement, they are considered to be supportive of children withliteracy problems. A lack of education and information was prominent, requiring theschools to educate the pupil and the parent about the parent's values.Changing attitudes was the goal of a German Home-School Cooperation Projectcarried out by the Catholic Parents Association. In 1996, a study byDeslandes with 525 adolescents demonstrated that parental affective supportwas the primary predictor of school grades (Deslandes, Royer, Potvin, andLeclerc 1999, 496). In this case,preschools and parental involvement are helpful for prereading efforts suchas matching shapes or coloring same/different objects, which will influencereadiness (Hill 1997, 263-264). Children's books andeducational materials are provided and reading is encouraged as a part ofthe bedtime routine. The critical perspective view includes sociopolitical contextsacknowledging that power structures are in operation, and they are notequal ones. Fin also studied home school partnerships and reported on specifictypes of parental involvement that are consistently associated with schoolperformance. Whether technology can be used to extend education beyond theclassroom, is being tested. In the rural school, teacherswanted improved communication with parents and students, parents wanted toknow how to best help children with homework, and students wanted moretalking with teachers about personal issues. The family literacy and criticalperspectives point out that optimal conditions allowing for the presence ofthese positive factors may not exist in all families. "Involving Parents Lets Students and Teachers Win." The Education Digest 64(6):47-51.Reese, Elaine, and Adell Cox. Home journals for parents regarding their children is reported as anintervention that encourages collaboration between parents and teachers.Morningstar (1999), a kindergarten teacher, recognizes the importance ofparental involvement in her student's literacy development, and has foundjournal writing to be a valuable focus for all involved. Theauthor concluded that the most valuable lesson of all was that no twoschools are the same and no one recipe will suffice for all. 1998. Inthe urban school, teachers wanted boundaries for relationships withparents, parents were concerned with children's conduct at home and wantedmore discipline methods, and students wanted more communication withteachers regarding nonacademic topics. Parents reported enjoying book sharing with theirchildren and children reported this activity as being one of theirfavorites (LaGasse and Linn 1998). Additionally it was concluded that the school needs totake responsibility for the creation of this partnership. This program iscurrently found in 55 schools (Carter 1999).Computers at School & Home. Computers to Go is a programthat allows for the checking out of computers for home use. Proponents of thisperspective tend to assume that most parents do not read to their childrenor may not present adequate literacy models (Hill 266-267). Schools are building partnerships that include both parental andcommunity involvement, in an effort to share resources to enhance thestudents education. Since literacy continues to be a topic of concern, and studiesshow that effort is required to maximize parental interest in education, aninvestigation into the efficacy of home school partnerships for support ofchildhood learning was warranted (Cassidy and Wenrich 1999; Lazar andSlostad 1999). Benefits include more attendance andgrades, more appropriate student behaviors, and increased homework efforts;affective support has been found to be a primary predictor of schoolgrades. "The Home/School/Community Connection." Technology & Learning 15(3):12-16.Pap, Barbara. 1999. "The Home-School Connection." Childhood Education 71(5):296-8.Nistler, Robert J., and Angela Maiers. Programs include the exploration of routinedaily life events and ways to enhance parent-child co-learning.Opportunities are provided for the forming of family and social networks,through classroom and community activities. "Family Involvement with Children's Homework: An Intervention in the Middle Grades." Family Relations 47(2):149-157.Carter, Jim. Allies were searched for to implement the project anddiscussion topics were identified. "Exploring Home- School Connections." Education and Urban Society 32(1):3-12.Orwig, Ann H. Parents tended to be amore heterogeneous group than the teachers were. 1998. Family literacy found in urban schools includes obstacles toliteracy such as crime, drugs, violence, homelessness, poverty, anddislocation. 1998. Student and parentworkshops identified problems and results were presented to faculty withparent representatives. AComputer for Every Student (ACES) is a project that obtained discounts oncomputers and software for students and each student that was not able topurchase a computer was loaned an Apple IIc. "The Home-School Connection: What Works." Technology & Learning 13(2):42-45.Morningstar, Julie Wilson. Solutionsoffered include the suggestion that meetings are one method for introducingthe family to the teacher. "Opening School Doors: Teacher-Parent Student Relations in Cyprus." Childhood Education 74(6):362 366.Hancock, Roger. Oral languageacquisition is a model for print-related literacy, and child-play settingsare encouraged over teacher-directed instruction. 1998. The author further considers it impossible to address rolesof the school or teacher without considering the parents. The study was a success and recommended procedures were provided.One parent and teacher facilitated the project in each school and six stepswere completed. The need for interaction between students and families was furthersupported, by Balli, Demo, and Wedman. School, family, and community partnershipsappear to determine whether parents become involved in their child'seducation, and how they become involved. Urban solutions based onthis needs assessment, included the organization of activities during theyear to improve connections between home and school. Partnerships rarely happened naturally and theyare not easy. "Helping Children Learn to Read: A Program That is Making the Grade." Education 12 (1):4 43.Deslandes, Rollande, Egide Royer, Pierre Potvin, and Danielle Leclerc. The author conducted research with 28 low income, lone mothers, agedearly 2 to mid-forty. Parents may not believe thatthey are able to help their children. Social events were organized anddiscussion forums to address special issues were organized. 1999. Policies with support andaction are a necessary part of effective partnerships. "What We Learn From International Studies of School-Family-Community Partnerships." Childhood Education 74(6):392-394.Finn, Jeremy D. Hancock describes this school liaisoninitiative, and highlights parental involvement ideas that entered schoolpractice in a permanent way. The teacher needs to be persistent in planningthese meetings and the parent needs to respond by letting the teacher knowabout questions and interests (including possible parent classes), andscheduling and transportation problems. However, results do support home schoolpartnerships. In1994, this district was ranked as low performing (98% of the schools); 75%of the students did not meet state academic expectations and a big problemwas lack of reading literacy (demonstrated by first graders) (Alfaro 1999). "Parents as Partners in Schooling in Germany: The Urgency of Fundamental Dialogue." Childhood Education 74(6):372-375.LaGasse, Linda, and Holly Linn. Volunteering is another methodsuggested to parents, as a way of welcoming the parent into the schoolclassroom activities (Newman 1995). A comprehensive solution is provided by NetSchools; in this case,every student and teacher involved in a participating program, receives aStudyPro, which is a laptop that can connect to the Internet and theschool's intranet from home and school. "Building Home-School Liaison into Classroom Practice: A Need to Understand the Nature of a Teacher's Working Day." British Educational Research Journal 24(4):399-414.Hill, Susan. The SuccessfulSchools Project in the UK reports achieving their objective of promotinghome school partnership in secondary education as well as increasingparental involvement in adolescent education. The authors conclude thatteachers and other school personnel are unable to understand, design,implement, or evaluate the necessary partnership between families andschools (Lazar and Slostad). Family literacy is an additional perspective that has become thefocus of recent research regarding home school partnerships. Parent'sevenings were organized, before the beginning of primary and secondaryschool, and before the beginning of the course system. In astudy comparing Japan and Germany, math students performed better in Japan;it was concluded that part of the problem was the limiting attitudes ofGerman parents, which tended to reflect the view that mathematical thinkingwas a special gift for only a few. Findings are further summarized in a class newsletter whichalso increases the parent's awareness of their child's literacy activityand academic growth. Future studies may need to focus on teacher training for dealing withparents as well as new forms of high tech communication. Deslandes, Royer, Potvin, and Leclerc reported that previous studiestend to be conducted with a general education population, leaving out thespecial education population. Thesefindings are relevant across many situations, including high risk families,that might otherwise result in literacy problems (Finn 1998).Obstacles. Historical perspectives are concerned with readiness for readinginstruction. A Teachers' Focus Group Develops a Two-Step Plan to Communicate About Emergent Literacy Practice." The Reading Teacher 51(6):514-519.Georgiou, Stelios N. The Family Literacy Commission of the International ReadingAssociation defines literacy as ways extended family, parents, and childrenuse literacy at home and in the community (Nistler and Maiers 1999). Parents initiate learning, and the over-learning of letter formsor spelling patterns leads to reading or literacy. The Family Education Network has been providing parents withinformation since 199 ; topics include learning disabilities, giftededucation, and safety guidelines (Carter 1999). A possible explanationfor this phenomenon is the lack of preparation that is given to teachers toenable them to work effectively with parents. Marvelle reports that the literature shows the importance ofinvolving parents in the use of computers for the learning process. Kohler reports on the need for improvement in the standard ofeducation in Germany. The police are contacted to improve qualityof life in large apartment complexes where students reside. Although opposing views in some cases, have reportedno positive results of parental involvement in school activities, furtherreflection points out specific types of involvement, such as helping withhomework and reading to children, are consistently associated with schoolperformance. Pivotal factors to maximize thedevelopment of literacy are reported to include: opportunity for exposure;modeling; opportunity for engagement; and supportive feedback (Fish, Smith,and Phinney 2195-6). Three types of parental involvement at home include: activeorganization and monitoring of the student's time, help with homework, anddiscussion of school matters with the student. Studies demonstrate positive effects of early reading andstorytelling in young children (Fish, Smith, and Phinney 1997). Ina study of all three styles with 48 pre-schoolers (age four), over a sixweek period, demonstrated that the describer style resulted in the greatestbenefits in vocabulary and print skills. The San Antonio Independent School Districtresearched this question with the Waterford Early Reading Program. Moreand more literature supports the use of phonics for teaching both childrenand adults how to read (Cassidy and Wenrich 1999; DeMoulin, Love, Swan,Block, and Schnabel 1999).Cultural Considerations. Lessons learned from this study included the importance of thefollowing: parental involvement, home and school contexts, communicationof adequate information to parents (home and telephone conversations wereimportant prerequisites for parental participation), and partnerships thatdid not overload parents and included equality in role allocations (Street1998). Department of Education, demonstrated thatparents want involvement in their children's schooling (Pape 1999).Findings revealed that 9 % of parents reported only two opportunities to beinvolved at their child's school, per year, and 38% reported never beinginvited to a class while in session. "Evaluation of a Clinic- Based Program to Promote Book Sharing and Routines Among Low Income Urban Families with Young Children." Archives of Pediatrics & Adolescent Medicine 152(5):459-466.Lazar, Althier, and Frances Slostad. 1998. A common family structure includes that of the single parent.The best intentions may be impossible to meet for the parent whose time andresources are devoted to physical needs for sustenance of the child,leaving little to no reservoir of either for additional classroom support(p. Eachpartnership is unique and needs to be addressed as such. 1999. Home school partnershipshave proven to be beneficial and parental interest in this venture is high. 1999. 53). Some parents needed toovercome more difficulties to become involved in the school. "Home Response Journals: Parents as Informed Contributors in the Understanding of Their Child's Literacy Development." The Reading Teacher 52(7):69 -697.Neuman, Susan B., and Kathy Roskos. Genisio reports that parents and caregivers are currently concernedwith home school partnerships to enhance reading skills, as well as exactlywhat teachers are doing for early reading instruction. Maturational readiness, includes the view that children passthrough stages that cannot be rushed; thus home school connections or therole of parents in early literacy as minimal. Reese and Cox further pointed out that three styles of book readingare associated with literacy. A cite called Learning Village, by IBM,provides information about technology guides and lists of summits foreducators. "Patterns of Home and School Partnership for General and Special Education Students at the Secondary Level." Exceptional Children 65(4):496-5 6.Epstein, Joyce L., and Mavis G. The home literacy inventory raised awareness and helped parents toidentify incidental and deliberate literacy activities as well as theirfrequency of occurring. The authors stated that despitenumerous studies that demonstrate benefits of parent involvement programssuch as higher grades and test scores and long-term academic achievement,teachers maintain negative attitudes toward the parents. Alternatively, thedevelopmental view sees children as needing to be ready to learn how toread, with emphasis on nurturance more than nature. The medical arena also attempts to promote literacy and parentalinvolvements. Book sharing can includehelping the child to place the story in a setting that is more familiar.Children are encouraged to write in a language or manner that makes senseto them (Neuman and Roskos 1994).International Lessons. 1998. Family literacyprograms proclaim the importance of home school partnerships for theeradication of the impoverished home environment (Reese and Cox 1999). However, most were in opposition to demands of the schoolsince they did not have the time or resources to comply to set standards.This group of parents required teachers to consider additional variablessuch as race, social structure, family structure, and economic factorsbefore embarking on a home school partnership (Standing).What Parents Around the World Want. CONCLUSIONS The family literacy perspective encompasses most views of literacyand appears to provide the most comprehensive framework for theunderstanding of the value of home school partnerships. Collaboration is encouraged in this approachsince children learn through social interaction. In a study with 74 sixth-graders,results demonstrated that classes receiving reminders for familyinvolvement, were more involved in homework activities. 1999. LiteracyLiteracy Perspectives. Pape further reports guiding factors toward successful home-schoolpartnerships. Wedman. Included in this review will be an overview of the followingfindings: (1)literacy, consisting of (a)literacy perspectives, (b)the familyliteracy perspective, and (c)increasing literacy; (2)home school partnerships, including (a)studies reflecting homeschool partnership results, (b)family views, (c)opposing convictions,(d)obstacles, and (e)what parents want; (3)home school partnership examples, encompassing (a)home-school-community, (b)home school partnership plans, (c)cultural considerations,and (d)international lessons; and (4)technology, including (a)company involvement, and (b)computers atschool and home. The Parental Involvement in the Core Curriculum (PICC) Project ranfor two years (Hancock 1998). Dialogueneeded to be established to improve communication. "Literacy Research and Practice: What's Hot, What's Not, and Why." The Reading Teacher 52(4):4 2-4 6.DeMoulin, Donald F., Robert David Loye, Margot Swan, Robert Block,and Jack Schnabel. Sanders. Technology is another component in home school partnerships.Companies and webcites are providing services to bridge the home-school gapand computers are becoming a favorite of all. The connectionist perspectiveemphasizes that knowledge is based on pieces that are put together to makea whole. An independent study of resultsfound that 9 % of the participating children achieved reading readiness forthe first grade (Alfaro 1999). 1998. Many of these servicesare Web-based. Cognitive development is understood astaking place within the context of social support and interaction withothers. The enhancement of cultural responsivity can be achieved throughsharing time, sharing a personal experience, a book experience, or awriting experience. Parents (7 %) also suggested that they needed more informationregarding what academic levels their child should currently be achieving(Pape 1999, 47-48). An inventory of home literacy-related activity wasdeveloped and public invitations were planned to demonstrate and model theteacher's philosophy and practice of instruction (Genisio 1998, 514-515). Teachers need to consider teachingoptimal parenting skills, communication of programs to the parents,volunteers for help and support, and collaboration with all communityresources (Pape 1999, 48-51). Other schoolsprovide saturday classes for parents and students to learn computer skills(Marvelle 1992, 42). Companies are providing high-tech services to assist families indeveloping a closer relationship with the schools. Photos of theclassroom environment were sent home to assist with demonstration ofphilosophy and instruction. Seven schools participated; meetings with parentswere organized to discuss these and other difficult educational problems(Kohler 1998). Parents were willing to pay a fee for after-school programs (7 %), of which computer technology was the popular choiceand many requested newsletters via high-tech options such as schoolwebsites. Despite these considerations, parents around the world announcetheir interest in their children's education. 1998. Maximum parental involvement must include meeting with theparents, making schools parent friendly, the use of all languages, andinvolving parents in decision making. "Home-School Cooperation at the Secondary Level in the United Kingdom." Childhood Education 74(6):359 362.----------------------- 26 Notes fromparents demonstrate their appreciation for this new home schoolcollaborative innovation. This project wassupported by the Federal Ministry of Education and The Baden-WurttembergMinistry of Education. Ruralsolutions also organized activities which included a presentation ofresults to the faculty, workshops for parents an pupils, and a series oflectures by professionals for parents (Georgiou 1998, 363-365). The Dean Road Elementary School in Auburn, Al has instituted a"Saturday School" in place of suspension and other discipline procedures;students and their parents attend once a month for a minimum of threehours, working together on activities such as computer tasks. A review of theliterature on this topic provided evidence that parents are interested intheir children's education and their involvement does help to resolveliteracy problems. IQ scoresof vulnerable populations of infants or toddlers have been raised throughexposure to language-oriented experiences. Efficacy of home school partnerships can be understood within thetheoretical framework of literacy perspectives. Included in the problems reported are family literacy,motivation, linguistic diversity, and phonemic awareness (research shows anassociation between phonemic awareness and early reading success). The returning of surveys allowed for meetings withteachers and parents; return visits were encouraged. This idea considers the parent's view on talking and reading withchildren; books with strong social themes are chosen for instruction (Hill268-269). Fin reports alternative findings, stating that some studies havereported little or no relationship between parental involvement (visits toschool, volunteer work, attendance at school events) and grades orachievement scores. In this case,family with its social classes, are considered to be a prominent predictorof education quality and literacy. 1999. Complex factors such as ethnicity, status, familial educationlevels, gender, and religion all contribute to the learned conduct relatedto literacy (Hill 266-272).The Family Literacy Perspective. These views offered a demonstration ofthe importance of cooperation between the home and school (Kohler 1998, 372-373). 1999. Teachers and administrators needpreparation for partnerships with families. During this exchange ofinformation, the author discusses the reading development process andprocedure. Home School PartnershipsHome School Partnership Results. 1997. Strategies recommended to increase the quality ofeducation include the implementation of home school partnership. According to this approach, the bestway to support the children who struggle with literacy is through thebuilding of an optimal home school environment. Georgiou reported on partnerships in Cyprus, a country that is notyet managed amicable relationships among teachers, parents, and students.Cyprus is a small island, with a population of less than a million. Parents all over the world demonstrate theircare for their children and the parents are an important factor in theirchild's success in school. Anonsignificant relationship was found between grades and homework forspecial education students, however, those who did perceive their parentsas keeping track of their activities did spend more time on homework(Deslandes et al., 1999)Family Views. Home-School Partnership ExamplesHome-School-Community. "Making the Home/School Connection With Corporate Help." Technology & Learning 2 (3):26-35.Cassidy, Jack, and Judith K. "What Goes on at School? And yet, studiesreveal that teachers fail to provide adequate educational support towardsinviting and maintaining partnerships with parents. Neither the parents or the teachers understood the other'sneeds, attitudes, and intentions and communication was essential. 1997."Project Read - The Importance of Early Learning; RX: Read to Your Child." American Family Physician 56(9):2195-8.Genisio, Margaret Humandi. Findings impliedthat teacher training may be necessary to further the development ofoptimal relationships between parents and teachers. Theresponsibility for the promotion of the programs fell on the school. Findings from school projects in other countries helps with anoverall understanding of what may work and what may not. 1999. 1999. Asurvey was used to determine the needs of two schools, urban and rural. Demo, and John F. Middle school and high schoolteachers both teach large numbers of students each class period, and theymay teach over 1 different students within one day. Teacher initiation of conversation during sharing canassist the child in communication efforts. The family literacy approach appears to be aprominent strategy that encompasses the developmental, connectionist,emergent, social constructivist, and critical perspectives. "Quality of Adult Book Reading Affects Children's Emergent Literacy." Developmental Psychology 35(1):2 -29.Standing, Kay. "How to Overcome Obstacles to Parent-Teacher Partnerships." The Clearing House 72(4):2 6-21 .Marvelle, John. Family's report the need for school supported interaction betweenteachers and parents. A symposium at a hotel included several parentsand teachers, and discussions on pre-planned topics during dinner. Approaches to family literacy programs include parentinvolvement programs that focus on helping parents train in techniques topromote students' reading. 1994. The focus on developing interest in sounds, letters, andwords was demonstrated; choice and self-directed learning were prompted.The author further encourages informing caregivers by inviting the public,such as local newspapers, to see and watch instruction as it takes place(Genisio 1998). "The Technology-Reading Connection." Educational Leadership 56(6):48-5 .Balli, Sandra J., David h. "Bridging Home and School With a Culturally Responsive Approach." Childhood Education 7 (4):21 -215.Newman, Rita. Lazar and Slostad (1999) report that obstacles to parent-teachercollaboration and changes that would assist in this effort includeteachers' perceptions of the parents. Findingsrevealed that parents tend to be less involved in the supervision ofspecial education adolescents, including learning activities at home. Georgiou reported that several lessons were learned after one year ofmeetings and assessments. It was concludedthat parents with less education may tend to need guidance from schools toassist children further (Balli, Demo, and Wedman 1998).Opposing Convictions. Visits from parents included instructionmodeling, as teachers introduced a book to a group of students, engagedstudents with questions, and encouraged children to make story and lifeconnections. The emergent perspective is based on the cognitive construction ofknowledge, a dynamic process that begins before school. Thediversity of communities must be considered when programs attempt coursesof action. Parents involved in some activities tended to beinvolved in other activities, but none were related to school performance.The author concludes that although there can be no harm involved regardinghome school partnerships, the verdict regarding the outcome is undetermined(Finn 1998). ReferencesAlfaro, Robert. Therefore, they are,less likely to be personally involved with the student or the family. 1994. Anelement of this program was the incorporation of a strong home component.Results of the program were so impressive that teachers stated they lookedforward to weekly and monthly meetings. The social constructivist perspective focuses on culturalanthropology and sociolinguistics. International studies of home school partnerships report a review ofsurveys, case studies, research, and experiments, which yielded thefollowing five conclusions. 1998. BUILDING HOME-SCHOOL PARTNERSHIPS CAN SUPPORT CHILDREN WHO STRUGGLE WITH LITERACY ABSTRACT The purpose of this research paper was to determine if home- schoolpartnerships support children who struggle with literacy. Literacy is a term thatincludes more than one perspective. A parent program, fromthis perspective, would include real books and instruction on ways to talkwith children and ask them questions about the book (Hill 263-268). Studies regarding home school partnership results are consistent andprovide support for this alliance. Literacy research is consistent with regard to the role of homeenvironments. "Lone Mothers' Involvement in Their Children's Schooling: Towards a New Typology of Maternal Involvement." Gender and Education 11(1):57-73.Street, Phil. Findings showed that all of the mothers wereinvolved in their children's schooling and all wanted the most possible fortheir child. A further considerationincludes using the same standards of achievement for all childrenregardless of their diverse backgrounds (Neuman and Roskos 1994). Social classand family are considered to be the best predictors of education qualityand literacy. If this paper is not what you are looking for, you can search again: Search for: or Click here to request an essay written just for you.