Engaging Hard to Reach Parents - Reading Recovery Council of ...

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Suggestions Most Frequently Made for Parent Involvement • Provide contact with paper & pencils • Be aware of your child’s interests • Point out similarities and differences in objects in the environment
Some Developmental Foundations of literacy • Learn to mean • Learn to talk • Talk to learn • Book awareness • Familiar with book talk • Aware of print stability
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Engaging Hard to Reach Parents Patr
Page 3 and 4:
A Path to Follow: Learning to Liste
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Objectives • The purpose of this
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• Not all parents are angels. All
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• Rule #4: Develop high expectati
Page 11 and 12: Helping with Homework
Page 13 and 14: Participating in the Decisions and
Page 15 and 16: Band Boosters
Page 17 and 18: Ice Cream Socials
Page 19 and 20: Participating in Bake Sales and Fai
Page 21 and 22: Advisors and/or Co-decision Makers
Page 23 and 24: Accompanying a Class on an Outing
Page 25 and 26: • Rule #8: Be willing to work to
Page 27 and 28: Three New Directions for Working wi
Page 29 and 30: National Reports
Page 31 and 32: Becoming a Nation of Readers: The R
Page 33 and 34: Some Historical Trends • America
Page 35 and 36: No Child Left Behind: Now What Do W
Page 37 and 38: President Bill Clinton—State of t
Page 39 and 40: • Epstein (1992, p. 1141) has sum
Page 41 and 42: “Killer Phrases” Used Often Wit
Page 43 and 44: Reasons for the Limited Participati
Page 45 and 46: • Parents differ in their percept
Page 47 and 48: • Gathering information of this n
Page 49 and 50: Schools are communicating with a va
Page 51 and 52: . • Perseverance in Maintaining I
Page 53 and 54: Migrant Family Involvement Strategi
Page 55 and 56: - Parent-teacher conferences can gi
Page 57 and 58: My Journey Into School, Family, and
Page 59 and 60: Talking Your Way to Literacy: A Pro
Page 61: Suggestions Most Frequently Made fo
Page 65 and 66: A Path to Follow: Learning to Liste
Page 67 and 68: Important Message to Teachers from
Page 69 and 70: Report of the National Reading Pane
Page 71 and 72: Parent Stories
Page 74 and 75: Family Literacy: Young Children Lea
Page 76 and 77: Ways With Words: Language, Life, an
Page 78 and 79: “East is East, West is West’? ?
Page 80 and 81: One Dimensional Questions • How m
Page 82 and 83: What are Parent Stories? Parent “
Page 84 and 85: What are Parent Stories? Brandt (19
Page 86 and 87: What Happened During the Parent Int
Page 88 and 89: What Can Parent Stories Provide for
Page 90 and 91: What Can Parent Stories Provide for
Page 92 and 93: According to P. D. Pearson (1996),
Page 94 and 95: • The classroom acts as a kind of
Page 96 and 97: Cultural Variables • Sociolinguis
Page 98 and 99: • Living • Communicating • Th
Page 100 and 101: A Path to Follow: Learning to Liste
Page 102 and 103: • In trying to understand familie
Page 104 and 105: • According to Taylor & Dorsey (1
Page 106 and 107: May the force be with you
Page 108: What is a Demographic Profile? A sh
Page 112 and 113:
How can we use a Demographic Profil
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Why Develop a Scope and Sequence of
Page 116 and 117:
Developing a Scope and Sequence of
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Closing Comments • Schools must b
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For More Information... • Contact
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