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Parent with elementary child talking to teacher at school

Helping All Families Participate in School Life

Informed by the author’s work as a researcher and as a Korean parent of a child in a U.S. public school, this article offers suggestions to guide educators in understanding and supporting the involvement of cultural and linguistic minority families in their children’s schools.
Elementary teacher working with two students on reading

Helping All Readers

Many children need extra support to become skilled readers. Learn more about why some kids struggle, what effective interventions look like, how to create inclusive classrooms so every child can thrive, and much more.

Photo by Allison Shelley for EDUimages

Parent with elementary child talking to teacher at school

Helping Parents Communicate Better With Schools

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.
Helping Students Keep Their Eyes on the Words

Helping Students Keep Their Eyes on the Words

An almost universal habit that struggling readers exhibit is looking up from the words when reading. Learn the three primary reasons why students look up as they read, and then find out how to respond to each case in the most effective way. 

Elementary boy in yellow plaid shirt taking a test

Helping Students with LD Pass High-Stakes Tests

Students must pass high stakes tests to graduate high school. These tests are a major barrier for students with learning disabilities who often do not test well. Accommodations can help. Learn how to help children with learning disabilities do well on these tests.
preschool teacher with two kids working on colors and shapes

Helping Young Children Start School

Parents should be aware of ways to make the most of learning opportunities for their babies and preschoolers. The National Association for the Education of Young Children provides these guidelines to help parents identify high-quality early care and education programs for young children.
preschooler with picture book

Helping Your Child Become a Good Reader

Parents want the best for their children. Reading can open a window on the world, bringing chances to learn, enjoy and create. Even though schools teach reading and writing, home is the first and best place for your child’s love of reading to grow.

Helping Your Child Become a Reader

Parents who limit television, choose child care that is literacy-rich, and read and talk to their children often can help their children become readers. Learn about steps parents can take to promote reading in their children’s lives.
Helping Your Child Become a Reader

Helping Your Child Become a Reader

This booklet (in English and Spanish) features dozens of fun activities parents can use to build the language skills of young children from birth to age 6. It has a reading checklist, typical language accomplishments for different age groups, and resources for children with reading problems or learning disabilities.

Parent with elementary child talking to teacher at school

Helping Your Child: Guidance for Families

Reading problems are common, but they can have different causes and warning signs. Sometimes a problem is simple and quick to solve while others may require extensive intervention. Here are some common reading issues and ways to get help for your child. 

Help Your Kids Do Great in School

Help Your Kids Do Great in School

It’s a fact! Children whose parents are involved in their education have better grades, a more positive attitude toward school, and more appropriate school behavior than those with less involved parents.

Elementary aged girl looking at laptop with her father

Helping Your Special Needs Child

Parents who suspect their children have special needs can take several steps to make sure they get the support they need to help their children succeed. Find out some of these steps in these tips for parents.
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