enhancing reading achievement effective strategies for parents of hispanic students

Enhancing Reading Achievement: Observing, Evaluating, and Utilizing Effective Strategies for Parents of Hispanic Students

Barry L. JohnsonEastern New Mexico University

Research Questions Is there a positive effect on reading

achievement of Hispanic children when their parents are taught reading strategies for use in the home?

Does teaching literacy strategies to parents help improve their attitude regarding reading and teaching their children to read?

Research Strategies and Activities Reading a combination of familiar

and new books- based on the works of Finocchiarro (1964), Anderson, Hiebert, Scott and Wilkinson (as cited by Blachowicz & Ogle, 2001), Paris & Okla (as cited by Blachowicz & Ogle, 2001), and Rosenblatt (as cited by Blachowicz & Ogle, 2001).

Research Strategies and Activities Continued Encouraging visits to the library as a

family- based on the works of Miller (1986) and Krashen (1998).

Finding age appropriate literature and other resources in the school/community libraries- based on the works of Anderson, Hiebert, Scott and Wilkinson (as cited by Blachowicz & Ogle, 2001), Paris & Okla (as cited by Blachowicz & Ogle, 2001), and Rosenblatt (as cited by Blachowicz & Ogle, 2001).

Research Strategies and Activities Continued Use of fiction and non-fiction literature-

based on the work of Snow, Burns and Griffin (1998).

Setting a family goal to read together for a least 20 minutes a day- based on the works of Miller (1986) and Paige (2001).

Parents recorded the reading of a book onto a tape for home use- based on the work of Miller (1986).

Research Strategies and Activities Continued Use of books written in both English and

Spanish- based on the work of Finocchiarro (1964).

Use of read-along tapes and books, encouraging the children to point to the words and read along with the narrator- based on the work of Balchowicz and Ogle (2001).

Writing and illustrating a book together- based on the work of Krashen (1998).

Research Strategies and Activities Continued Use of developmentally appropriate

literature- based on the work of Blachowicz and Ogle (2001).

Allowing the children to choose books according to their interests- based on the work of Snow, Burns and Griffin (1998).

Parents point to words, slowly dragging finger below the words as the story is read out loud- based on the work of Paige (2001).

Research Strategies and Activities Continued Parent and child read the book

jacket/preview illustrations and table of contents and make predictions about the book- based on the work of Blachowicz and Ogle (2001) and Paige (2001).

Parents modeling reading everyday-based on the work of Miller (1986).

Asking children to point to or name objects in picture books- based on the work of Darling & Lee (2003).

Overview Parents are in a prime position to

teach their children to read. Since a child spends many hours per

day in the home, parents have a natural opportunity to help their children learn to read.

This can be accomplished, no matter the education level of the parents.

Overview Continued Children’s literacy is directly related to the

family’s literacy. “When young children learn to read, their

chances for later school success improve. Family is the root of a child’s early literacy experiences. Comprehensive family literacy is one approach that values and supports the impact parents have on a child’s early years and links that impact to the delivery of systematic reading instruction” (Darling &Lee, 2003, p. 382-384).

Overview Continued I believe that through teaching

parents effective and proven reading strategies, children’s reading achievement will improve.

I also believe parents will have an increased positive attitude regarding their family literacy duties.

Literature Review Learning to read is considered by parents

and teachers to be the most important objective in education for children (Duff & Silvern, as cited in Miller, 1986).

As teachers face the important challenge to increase student achievement in reading, they should give particular attention to parental involvement (Duff & Silvern, as cited in Miller, 1986).

Literature Review Continued Though many parents are willing

to cooperate with teachers, many parents remain unaware of strategies to follow to help their children’s academic achievement in reading (Burkett, as cited in Miller, 1986).

Literature Review Continued Parent attitudes are an important

factor in striving to achieve success in the area of reading comprehension.

Literature Review Continued Family literacy efforts may reflect

the cultural heritage of a family. Family literacy activities may be initiated by outside agencies or persons. These activities may be intended to develop the literacy behaviors of parents and children (Morrow, Paratore & Tracey).

Literature Review Continued “A subtle link occurs as parents change their

perspective on literacy, recognizing and capitalizing on their role as their child’s first and most important teacher. As parents’ reading and basic skills increase, they are better equipped to support their children’s education. In turn, as they increase their understanding of how their child learns, they often gain new understanding about how they themselves learn. This can be a powerful motivator for adults to continue working toward their own educational goals while becoming more involved in their child’s literacy involvement” (Darling & Lee, 2003, p 382-384).

Methods and Procedures Participants

More than 100 families solicited 13 families signed up to participate 5 families attended some or all of the

study sessions

Conditions to improve literacy- reading strategies Use of read-along tapes and books,

encouraging the children to point to the words and read along with the narrator

Writing and illustrating a book together Use of developmentally appropriate

literature Allowing the children to choose books

according to their interests

Conditions to improve literacy- reading strategies continued Parents point to words, slowly dragging

finger below the words as the story is read out loud

Parent and child read the book jacket/preview illustrations and table of contents and make predictions about the book

Parents modeling reading everyday Asking children to point to or name

objects in picture books

Supporting activities Reading a combination of familiar and new books Encouraging visits to the library as a family Finding age appropriate literature and other

resources in the school/community libraries Use of fiction and non-fiction literature Setting a family goal to read together for a least

20 minutes a day Parents recorded the reading of a book onto a

tape for home use Use of books written in both English and Spanish

Data collection Field journal Parent interviews Child pre- and post- CLOZE test Pre- and post- parent survey T-test for supplemental data

Research Design This study is defined as a case

study because of its research design and method, as well as its emphasis on a particular setting (Mile & Huberman, 1986).

(Qualitative definition from green book)

Limitations This case study is limited in scope

to a representative population of Hispanic parents and their early grade students in Portales.

Case Study Narratives and Data Case Study #1

Parents, Paco and Cecelia Children, Jose (2nd grade) and Toby

(pre-kindergarten)

Case Study #1 Cecilia’s pre- and post- survey were

statistically analyzed with a T-test, showing no significant difference between her pre- and post- answers.

Jose’s CLOZE procedure, pre- and post- were also statistically analyzed with the T-test, showing no significant change from beginning of study to end.

Case Study #2 Parent, Elsa Child, Roberto (1st grade)

Case Study #2 Elsa’s pre- and post- parent survey data were

analyzed with the T-test and showed no significant difference between her answers at the beginning of the study and the end.

Roberto’s data collected from the CLOZE procedure was also analyzed, resulting in a T-test score that was significantly changed, at the 95% confidence level. At the beginning of the study, Roberto completed correctly only 4 words, with the post test showing 10 words completed correctly.

Case Study #3 Parent, Maria Child, Sarah (1st grade)

Case Study #3 Sarah’s mother did complete the pre-

and post- reading survey, showing a T-test score that was significant at the 95% confidence level.

Prior to the study, Sarah’s mother “sometimes” felt that it was important to read with her child. Post-test results showed that she “always” felt that is was important to read with Sarah.

Case Study #3 She also reported, prior to the study,

that it was not important for her children to see her read at home. After the study, she reported that it was very important the her children see her reading.

She also reported that Sarah read a lot more often at home after the study than before.

Case Study #3 Sarah’s CLOZE procedure showed

a significant difference using the T-test at the 95% confidence level. Her pre-test showed she completed 2 words correctly. Post-test results showed she completed 18 words correctly.

Case Study #4 Parents, Juan and Blanca Child, Jasmine (1st grade)

Discussion and Data Analysis When parents show children they

care about reading, it prepares the students for academic and literacy success.

As students were free to choose their own reading materials, they showed increased interest in completing reading assignments.

Discussion Several positive patterns emerged

from this study: Parents and children were excited to

participate in a place other than the home for study sessions.

Students were observed entering the library with excitement, and showing enthusiasm by directly searching the bookshelves for favorite books.

Excerpt from field journal “During a visit one afternoon to the university

library, a student (Jose) looked up a book on the library’s computer catalog. Then the whole family went up to the second floor of the library and used the call letters to find the book. This activity pleased the parents (Paco and Cecilia). They shared with me their desire for their son to someday attend a university. They liked that their son knows how to use the computer to look up a book in the library and then find it on the shelves. This strategy may be of tremendous benefit for this boy. He practiced his skills today in finding books of interest in the university library.”

Excerpt from field journal “Today Jose reported proudly that his

reading level went up since the beginning of the school year. His reading level is now at 3.6, several steps higher than at the beginning of the school year when it was at a 2.8. Mother reports that the family uses the strategy of reading every day as a family in the home, usually in the morning. Mom was pleased with her son’s school efforts.” She told me that her son “earned 100% on his spelling tests lately at school.”

Cross-case Analysis of the Parents Five out of seven parents

expressed that they were happy and thankful for the opportunity to work with their child outside the home.

Parents were excited to learn of available reading resources in our community.

Excerpt from field journal “The father of the family asked specifically about

educational software available on the ENMU campus. He wanted an introduction to technology that would help in reading achievement. He wanted to borrow software for use at home. These parents were excited to see the available reading software and made a selection at the end of the visit. It was exciting to me to see the interest of the family as we came onto campus. The family appreciated the tour of campus, including the Golden Library, CET library, and toy library. The father said his family would benefit by knowing what resources are available.”

Cross-case Analysis of the Students When both parents showed high

interest in their child’s reading effort, children were fully engaged.

Students held themselves to higher expectations when both parents showed approval of their efforts.

Summary of Data Analysis The study overall resulted in an increase in

positive parental attitude about reading and gains in student reading achievement.

There is not strong support showing improvement with the statistical analysis, however, field notes of observations and comments of participants show that the study was successful in helping to improve Hispanic student reading achievement.

Conclusions and Recommendations Parental involvement continues to be a key

to reading success. Through small group, family study sessions

that employed research-based reading strategies, the researcher observed positive outcomes of reading achievement for the students involved in the study.

Parents, by helping their children to read, also grew in their own literacy abilities.

Conclusions and Recommendations Through the experience of this case

study, I learned that parents who are timid because of their own inabilities desire that their own children learn and have courage.

One of the populations that can best be served by extra-curricular reading workshops is that of Hispanic families.

Conclusions and Recommendations Parents are coming to realize they

must be proactive in helping their children become excellent readers.

Reading became fun for several families as they participated together with a specific goal each study session.

Conclusions and Recommendations I recommend that teachers make a

concerted effort to involve parents in the reading process with their children.

I also recommend that parents learn reading strategies and set goals to apply these strategies for the improvement of their children’s literacy.