Learning to Read and Write Overview Parent Education Topics Suggested Activities

The Literate Environment

  • Print-rich environments-which include the presence of such items as magnetic refrigerator letters, posters, writing materials, newspapers and books in the home, have been linked to children's language acquisition or an awareness of print (Goodman, 1986).
  • Attention to children's language and literacy environment during the preschool years constitutes a crucial prevention effort for young children at risk (Snow, Burns, & Griffin, 1998).

  • Finding a variety of literacy materials for the home (All)
  • Creating a literacy-rich home environment (All)
  • Promoting home culture and language (All)

  • Discuss a variety of ways to create a print-rich environment in the home (All)
  • Provide parents opportunities to work with a variety of literacy materials such as menus, bus schedules, and ads (All)
  • Share literacy materials from parents' native country or in their native language (All)

Language Development

  • Optimal oral language development occurs when children have numerous opportunities to use language in interactions with adults and each other (Neuman, Coppel, & Bredekamp 2000).
  • The amount of language children hear and interact with during the formative infant, toddler, and preschool years has a significant impact on the quality of their language skills (Hart & Risley, 1995).

  • Having extended, meaningful conversations with children (All)
  • Incorporating meaningful conversations into everyday activities (All)
  • Encouraging children to use words to talk about wants and needs (3-5, K-3)

  • Discuss the features of extended conversation and the benefits of extended conversations at home (3-5, K-3)
  • Provide opportunities for parents to role play various interactions (3-5, K-3)
  • Share ideas about how to encourage children to talk about their day (All)

Building Knowledge and Comprehension

  • Through conversations about books, adults may induce higherlevel thinking by moving experiences in stories from what children may see in front of them to what they can imagine (Snow, 1991).
  • Talk that surrounds reading helps children bridge ideas and information from the book to their own lives (Dickinson & Smith, 1994).

  • Having "book talks" with children (All)
  • Planning learning experiences, and following up on family outings to build children's background knowledge (All)

  • Take turns reading aloud during parent education sessions (3-5, K-3)
  • Take turns telling a story; reflect on different stories and storytelling styles (3-5, K-3)
  • Plan a family experience after reading a book on the topic (All)