The Effects of Parental Involvement on Early Literacy Scores in English

By Stacy Durako, Annie Holdren, Molly Uhren and Adel Al-Bataineh.

Published by The International Journal of Diversity in Education

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Article: Print $US10.00
Article: Electronic $US5.00

This study was conducted to identify the different levels of involvement by parents of English Language Learners and its impact on early literacy scores. The study took place in a US Midwestern school with thirty kindergarten and first grade English Language Learners. For nine weeks, attendance was taken at various school functions and parents were asked to complete several literacy projects with their children. An assessment of early literacy skills was given at the beginning of the study and the same assessment was given at the conclusion of the study. The research found that the parents who were more actively involved in their child’s schooling had the students with a higher percentage of increase on their assessment scores. In addition, parents were asked to complete a survey which was used to view their own perceptions on their levels of involvement and obstacles that may impede their involvement.

Keywords: English Language Learners, Parental Involvement, Early Literacy

The International Journal of Diversity in Education, Volume 12, Issue 1, pp.35-48. Article: Print (Spiral Bound). Article: Electronic (PDF File; 528.718KB).

Stacy Durako

Teacher, Olympia School District, Normal, IL, USA

Annie Holdren

Teacher, Bloomington School District 87, Normal, IL, USA

Molly Uhren

Teacher, Bloomington School District 87, Normal, IL, USA

Dr. Adel Al-Bataineh

Associate Professor of Education, Department of Curriculum and Instruction, College of Education, Illinois State University, Normal, Illinois, USA

Dr. Adel T. AL-Bataineh is an Associate Professor of Education in the Department of Curriculum and Instruction at Illinois State University. His research agenda focuses on topics that deal with teacher preparation both at the graduate and undergraduate levels. In specific, he published several studies in the areas of teacher preparation, standards and alternative schooling movements, technology in education and on-line teaching, clinical experiences, and professional development schools. Also, he conducted some studies in the area of international and comparative educational systems.