Parent-child read aloud program for 8-9 year old children

Porter, Paulette (1998) Parent-child read aloud program for 8-9 year old children. Masters thesis, Memorial University of Newfoundland.

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Abstract

This project emphasizes the importance of parents reading aloud to their children. In this project, the facilitator developed and implemented a reading program that involved a parent or some other family member to read to children on a regular basis. The project was implemented over a 12 week period in a rural All Grade School, Kindergarten-Level III, located in eastern Newfoundland, approximately 30 kilometres from the nearest urban centre. The school serviced 11 communities and had an enrolment, in September 1997, of 261 students. The participants in this project were twenty 8 year old Grade 3 children (12 boys and 8 girls); their parents, older siblings and/or relatives; and the children's Grade 3 teacher who was the project facilitator. -- The participants of the project were provided with information sessions during the project to make them aware of the many values of reading aloud to children, the parents' role in promoting their children's reading development including how to create a literate home environment, how to choose a read aloud book, how to choose the right time to read aloud, and how to read aloud effectively. The opportunity to choose books from the classroom for home read aloud sessions was provided daily. Read aloud sessions occurred at home on a regular basis and the children, with the help of their parents, kept records of their home read aloud sessions. -- A parent survey was used to provide the project facilitator with information related to the home literacy environment, such as, who read aloud at home to the children, how often and when read aloud occurred, what was read, the length of read aloud sessions, the availability of material at home for read aloud, and the frequency of visits to the local Public Library. -- The components of an effective Parent-Child Read Aloud Program were identified as parent information sessions, parent-teacher communications, children's literature collections, daily read aloud sessions and monitoring of read aloud sessions. The details of each component were provided.

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