Parents as co-teachers of reading

This study was a qualitative study that considered factors that existed in the lives of two elementary kindergarten students who had been identified as struggling readers or readers at risk of being able to read at grade level according to standardized and authentic measures of assessment. The purpose of the study was to document a kindergarten teacher's attempts to examine the effects of on going parent teacher collaboration of reading strategies that were taught at school by the teacher and in the home by the parents. The reading strategies were specifically designed to improve reading acquisition of struggling readers. This study also examined the effects of home literacy practices and teaching strategies that impacted the success of literacy learning. The subjects used for this study were the kindergarten teacher, two 5 year old kindergarten students, and the parents of the students. The subjects were all residents of North County San Diego. Data for this study was collected in 6 of the following ways: 1. Home visits, 2. Parentteacher meetings, 3. Surveys of daily strategies taught at home by the parents, 4. Home literacy practice questionnaires, 5. Anecdotal records, 6. Pre and post assessments of strategies taught at home, and 7. Pre and post assessments of strategies taught at school. The study revealed that not only were parents empowered to become true literacy partners, but the teacher discovered more ways to help the students succeed than she would have if she had not partnered ~nd collaborated with the parents. She also discovered the importance of believing that parents can be teachers at home, despite the many challenges of daily life-busy lifestyles, single parenting, and lack of formal education. Although one student made more gains than the other, it was evident that the parents as coteachers served as an anchor for ultimate success for literacy acquisition for readers that are at risk for learning to read.