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Essay / Research Paper Abstract
A 10 page research paper that addresses the fact that parental involvement in promoting children’s early literacy skills is crucial to their academic success. This examination of literature and statistics, which address this issue, endeavors to ascertain the extent of this problem by focusing on three potential reasons why low-income parents frequently fail to support their children’s acquisition of reading skills. These reasons are: lack of experience and/or ability in reading; language barriers; and economic/social barriers. Bibliography lists 9 sources.
Page Count:
10 pages (~225 words per page)
File: D0_khppread.rtf
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Unformatted sample text from the term paper:
from low-income families, which are frequently also families in which English is a second language, are at risk because their home environments fail to support the acquisition of literacy skills
and therefore promote reading failure (High, et al 927). A home environment in which parents are deeply involved in their childrens acquisition of literacy skills and in their childrens education
in general has been shown to be a crucial factor in children achieving a high level of literacy proficiency. The following examination of literature and statistics on this issue endeavors
to ascertain the extent of this problem by focusing on three potential reasons why low-income parents frequently fail to support their childrens acquisition of reading skills. These reasons are: lack
of experience and/or ability in reading; language barriers; and economic/social barriers. Lack of experience and/or ability in reading The National Assessment of Educational Process 1998 Reading Report Card determined
that children who live near or below the poverty line demonstrate lower then average reading scores than their same-age peers (High, et al 927). Furthermore, adults living at or below
the poverty line have also been shown to read at the lowest literacy level (High, et al 927). In order for parents to read to their children and support their
literacy, it is axiomatic that these adults need to possess reading skills themselves. Consequently, education levels obtained by parents constitute a factor that highly influences the literacy interaction of parents
and children. The National Household Education Survey determined the following data for 3 to 5 years olds were not yet enrolled in kindergarten in 1999. The sample size for this
survey was roughly 8500 children. In 61 percent of these families where the mothers education was less than high school, children were read to three or more times per week,
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