For Other Professionals
e-mail
print
shareFamilies and Schools
Families play a huge role in how well students do in school. The following articles explain the importance of teachers and parents working together on behalf of kids. Also included are examples of programs that specifically attempt to make the link between home and school. If you're a parent, you may be interested in what you can do at home – these articles can be found in the Parent Tips section.
Sort by: | Date | Title |
Display: Summaries | Titles only
By: Amy Stuczynski, Joyce Riha Linik, Rebecca Novick, and Jean Spraker, et al. (2005)
Writing is a new way for young children to tell their stories and express themselves, but they are also learning valuable lessons about print concepts and letter-sound relationships when they put pen to paper.
By: Amy Stuczynski, Joyce Riha Linik, Rebecca Novick, and Jean Spraker, et al. (2005)
Children can learn about family heritage at the same time they are improving their literacy skills. Using family-based writing projects, you can build a connection with parents, and help children see the value in their own heritage and in the diversity around them.
By: Amy Stuczynski, Joyce Riha Linik, Rebecca Novick, and Jean Spraker, et al. (2005)
Literacy activities can take on a new meaning when students are reading and writing about their own community. Children learn the true value of print when they document the oral histories of the elders in their town.
By: Laurie Fry (2004)
The parent-teacher conference can be a stressful time for both parents and teachers – even more so if your child possibly has a problem. This article offers strategies for getting the most out of the conference, and also includes stories from veteran teachers of successful (and not-so-successful) parent-teacher conferences.
By: U.S. Department of Education (2004)
What parents do or don't do in the preschool years has a lasting impact on children's reading ability. Learn some facts about the importance and need for literacy experiences in the primary grades.
By: Colorín Colorado (2004)
Here are ten things you can do to help your child succeed at school!
By: Reading Rockets (2004)
What should you do if you think your child is having trouble with reading? Sometimes children just need more time, but sometimes they need extra help. Trust your instincts! You know your child best. If you think there's a problem, there probably is.
By: Hermine H. Marshall (2003)
Many families are under the mistaken impression that holding their child out of kindergarten for an additional year will be beneficial, that it will give the child the gift of time. But families need to be aware of the possibility of too little challenge and the potential negative effects of holding children out.
By: Coordinated Campaign for Learning Disabilities (2000)
As your child's best advocate, you are in a unique position to identify and implement positive changes. This article gives advice on how to be effective. You should know the rules, keep records, gather information, and communicate effectively.
By: Holly Kreider, Ellen Mayer, and Peggy Vaughan (1999)
Good communication between parents and teachers has many benefits. When parents and teachers share information, children learn more and parents and teachers feel more supported. Good communication can help create positive feelings between teachers and parents.
By: Catherine Snow, Susan Burns, and Peg Griffin (1998)
Socioeconomic differences are conventionally indexed by such demographic variables as household income and parents' education and occupation, alone or in some weighted combination.
By: Catherine Snow, Susan Burns, and Peg Griffin (1998)
Knowing children with a family history of difficulties are more likely to have trouble learning to read means that efforts can be made with these children to prevent difficulties from developing.
By: Margaret Mulhern, Flora V. Rodriguez-Brown, and Timothy Shanahan (1994)
For language minority families, learning English is a key component of family literacy programs. This article describes questions to consider when establishing a program for language minority families.
- For older articles, see the Families and Schools Archives >
