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Studies have shown that children score higher in reading if their parents support and encourage them at home. Written by a leading expert in youth education, this book offers a guide to helping children enter the world of reading.
Reading --- Reading (Elementary) --- Parent involvement in children's reading --- Parent participation in children's reading --- Parental involvement in children's reading --- Parental participation in children's reading --- Parent participation. --- Study and teaching (Elementary) --- Study and teaching
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Most parents know instinctively that spending more time with their children and being actively involved in their education will give their children a good head-start in life. But since most parents have to juggle competing demands at work and home, there never seems to be enough time or they feel ill-equipped to help. This book from OECD's Programme for International Student Assessment (PISA) has some good news for concerned parents: it does not require a Ph.D or unlimited hours for parents to make a difference in their children's education. In fact, many parent-child activities that are associated with better reading performance among students involve relatively little time and no specialised knowledge. What these activities do demand is genuine interest and active engagement. "I enjoyed reading Let's Read Them a Story! The wide sample of countries shows the universality of the conclusions - conclusions which reassure parents that it is important to simply transmit the pleasure of reading to our children. No need to exhaust oneself finding the latest trendy children's books or educational toys; parents should simply read to children, enjoy reading themselves, and make family time to discuss what we've read." -Kristine Minski, mother of two
Education. --- Reading --- Education --- Parent participation. --- Autogestion (Parent participation in education) --- Parent involvement in children's education --- Parent participation in children's education --- Parental involvement in children's education --- Parental participation in children's education --- Parent involvement in children's reading --- Parent participation in children's reading --- Parental involvement in children's reading --- Parental participation in children's reading --- Home schooling
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It Takes a Village: A Collaborative Assault on the Struggling Reader Dilemma has a wellspring of incredibly useful information for teacher educators, pre-service and in-service teachers alike. It shows quite clearly that preparing effective reading teachers while addressing issues related to (a) readers who struggle (b) parental inclusion, and (c) the inclusion of the wider community can be done quite successfully. This book puts readers in touch with compelling insights into the importance of parental inclusion in the educational efforts of their children. Additionally, it provides a "counter narrative" to the belief by many that parents and in particular, racial and ethnic minority parents, do not participate with their children in academic endeavors. The text also focuses on key aspects of teacher preparation especially as it relates to reading instruction. The author provides a wonderful variety of step-by-step approaches for how to seamlessly transition teacher reading instruction from the lecture hall to the "village" practice sites. The book is well written with the authentic voices of parents, students and pre-service teachers. This book is an excellent contribution to the literature concerning issues related to struggling readers, parental inclusion and community involvement. - Samuel Miller, Associate Dean, University of North Carolina Greensboro.
Teaching --- onderwijs --- Education. --- Education, general. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Training --- Education --- Reading teachers. --- Reading --- Parent participation. --- Parent involvement in children's reading --- Parent participation in children's reading --- Parental involvement in children's reading --- Parental participation in children's reading --- Reading, Teachers of --- Teachers
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Children --- -Reading (Primary) --- Reading --- -Reading --- Reading (Primary) --- Childhood --- Kids (Children) --- Pedology (Child study) --- Youngsters --- Age groups --- Families --- Life cycle, Human --- Language arts --- Elocution --- Books and reading --- Parent participation --- Study and teaching (Primary) --- Study and teaching --- -Books and reading --- Parent involvement in children's reading --- Parent participation in children's reading --- Parental involvement in children's reading --- Parental participation in children's reading --- Books and reading for children --- Reading interests of children
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Education --- Children --- Language arts (Elementary) --- Home and school. --- School children --- Reading --- Parent involvement in children's reading --- Parent participation in children's reading --- Parental involvement in children's reading --- Parental participation in children's reading --- Elementary school students --- Primary school students --- Pupils --- Schoolchildren --- Students --- School and home --- Parent-teacher relationships --- Parents' and teachers' associations --- Language arts --- Language development in children --- Interpersonal communication in children --- Language and languages --- Parent participation --- Language. --- Family relationships. --- Parent participation. --- Study and teaching (Elementary) --- Study and teaching --- Vocabulary
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"This open access book is a unique study of the impact of lived experience on literate life, exploring how children's reading development is affected by their home setting, and how this sense of place influences textual interpretation of the books they read. Based on qualitative research and structured around interviews with twelve participants, Space, Place and Children's Reading Development focuses on the digital maps and artistic renderings these readers were asked to create of a place (real or imagined) that they felt reflected their literate youth, and the discussions that followed about these maps and their evolution as readers. Analysing the participant's responses, Margaret Mackey looks at the rich insights offered about the impact on childhood stability after experiences such as migration; the 'reading spaces' children make based on their social relationships and domestic spheres; the creation of 'textual spaces' and the significance of the recurring motif of forests in the participants' maps; the importance of the Harry Potter novels; the basis of life-long reading habits; psychological spaces and whether readers visualize when they read. Blending theoretical perspectives on reading from many disciplines with the personal experiences of readers of diverse nationalities, languages, disciplinary interests and life experiences, this is an enlightening account of the behaviours of readers, reading histories and place-based reader responses to literature. By building greater understanding about the broad and subtle processes that enable people to read, this study refines the kind of questions we ask about reading and moves towards developing a multidisciplinary language for the study and discussion of reading practices in contemporary times. The open access edition of this book is available on www.bloomsburycollections.com. Open access was funded by the Social Sciences and Humanities Research Council of Canada."--
Reading (Early childhood) --- Reading --- Child rearing. --- Literacy. --- Educational: English language: reading & writing skills --- Literacy --- Parent participation. --- Education --- General education --- Illiteracy --- Child care --- Child raising --- Children --- Raising of children --- Rearing of children --- Training of children --- Parent involvement in children's reading --- Parent participation in children's reading --- Parental involvement in children's reading --- Parental participation in children's reading --- Development and guidance --- Management --- Training --- Study and teaching (Early childhood) --- Study and teaching
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Didactics of Dutch --- Didactics of Kindergarten --- leesbevordering --- leesopvoeding --- lager onderwijs --- Werken met jeugdboeken --- Leesbevordering --- Leesonderwijs --- Lezen --- Kinderen --- Ouders --- Reading (Early childhood) --- Reading (Elementary) --- Children --- Reading promotion. --- Reading --- Leesbevordering ; kinderen --- Books and reading for children --- Reading interests of children --- Parent involvement in children's reading --- Parent participation in children's reading --- Parental involvement in children's reading --- Parental participation in children's reading --- Promotion of reading --- Publicity --- Books and reading --- Books and reading. --- Parent participation. --- Study and teaching (Elementary) --- Study and teaching --- Study and teaching (Early childhood) --- Reading promotion --- Parent participation --- Kind --- Jeugd --- Media --- Ontwikkelingsstoornis --- Fysiotherapie --- Schrijven --- Spel --- Gesprek
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