Enhancing Reading Achievement: Observing, Evaluating, and Utilizing Effective Strategies for Parents of Hispanic Students

1. Enhancing Reading
Achievement: Observing,
Evaluating, and Utilizing
Effective Strategies for Parents
of Hispanic Students
Barry L. Johnson
Eastern New Mexico
University

2. Research Questions
 Is there a positive effect on reading
achievement of Hispanic children when
their parents are taught reading
strategies for use in the home?
 Does teaching literacy strategies to
parents help improve their attitude
regarding reading and teaching their
children to read?

3. Research Strategies and
Activities
 Reading a combination of familiar and
new books- based on the works of
Finocchiarro (1964), Anderson, Hiebert,
Scott and Wilkinson (as cited by
Blachowicz & Ogle, 2001), Paris &
Okla (as cited by Blachowicz & Ogle,
2001), and Rosenblatt (as cited by
Blachowicz & Ogle, 2001).

4. Research Strategies and
Activities Continued
 Encouraging visits to the library as a family-
based on the works of Miller (1986) and
Krashen (1998).
 Finding age appropriate literature and other
resources in the school/community libraries-
based on the works of Anderson, Hiebert,
Scott and Wilkinson (as cited by Blachowicz
& Ogle, 2001), Paris & Okla (as cited by
Blachowicz & Ogle, 2001), and Rosenblatt
(as cited by Blachowicz & Ogle, 2001).

5. Research Strategies and
Activities Continued
 Use of fiction and non-fiction literature- based
on the work of Snow, Burns and Griffin
(1998).
 Setting a family goal to read together for a
least 20 minutes a day- based on the works
of Miller (1986) and Paige (2001).
 Parents recorded the reading of a book onto
a tape for home use- based on the work of
Miller (1986).

6. Research Strategies and
Activities Continued
 Use of books written in both English and
Spanish- based on the work of Finocchiarro
(1964).
 Use of read-along tapes and books,
encouraging the children to point to the words
and read along with the narrator- based on
the work of Balchowicz and Ogle (2001).
 Writing and illustrating a book together-
based on the work of Krashen (1998).

7. Research Strategies and
Activities Continued
 Use of developmentally appropriate literature-
based on the work of Blachowicz and Ogle
(2001).
 Allowing the children to choose books
according to their interests- based on the
work of Snow, Burns and Griffin (1998).
 Parents point to words, slowly dragging finger
below the words as the story is read out loud-
based on the work of Paige (2001).

8. Research Strategies and
Activities Continued
 Parent and child read the book jacket/preview
illustrations and table of contents and make
predictions about the book- based on the
work of Blachowicz and Ogle (2001) and
Paige (2001).
 Parents modeling reading everyday-based on
the work of Miller (1986).
 Asking children to point to or name objects in
picture books- based on the work of Darling &
Lee (2003).

9. Overview
 Parents are in a prime position to teach
their children to read.
 Since a child spends many hours per
day in the home, parents have a natural
opportunity to help their children learn
to read.
 This can be accomplished, no matter
the education level of the parents.

10. Overview Continued
 Children’s literacy is directly related to the
family’s literacy.
 “When young children learn to read, their
chances for later school success improve.
Family is the root of a child’s early literacy
experiences. Comprehensive family literacy
is one approach that values and supports the
impact parents have on a child’s early years
and links that impact to the delivery of
systematic reading instruction” (Darling &Lee,
2003, p. 382-384).

11. Overview Continued
 I believe that through teaching parents
effective and proven reading strategies,
children’s reading achievement will
improve.
 I also believe parents will have an
increased positive attitude regarding
their family literacy duties.

12. Literature Review
 Learning to read is considered by parents
and teachers to be the most important
objective in education for children (Duff &
Silvern, as cited in Miller, 1986).
 As teachers face the important challenge to
increase student achievement in reading,
they should give particular attention to
parental involvement (Duff & Silvern, as cited
in Miller, 1986).

13. Literature Review Continued
 Though many parents are willing to
cooperate with teachers, many parents
remain unaware of strategies to follow
to help their children’s academic
achievement in reading (Burkett, as
cited in Miller, 1986).

14. Literature Review Continued
 Parent attitudes are an important factor
in striving to achieve success in the
area of reading comprehension.

15. Literature Review Continued
 Family literacy efforts may reflect the
cultural heritage of a family. Family
literacy activities may be initiated by
outside agencies or persons. These
activities may be intended to develop
the literacy behaviors of parents and
children (Morrow, Paratore & Tracey).

16. Literature Review Continued
 “A subtle link occurs as parents change their
perspective on literacy, recognizing and capitalizing
on their role as their child’s first and most important
teacher. As parents’ reading and basic skills
increase, they are better equipped to support their
children’s education. In turn, as they increase their
understanding of how their child learns, they often
gain new understanding about how they themselves
learn. This can be a powerful motivator for adults to
continue working toward their own educational goals
while becoming more involved in their child’s literacy
involvement” (Darling & Lee, 2003, p 382-384).

17. Methods and Procedures
 Participants
 More than 100 families solicited
 13 families signed up to participate
 5 families attended some or all of the study
sessions

18. Conditions to improve literacy-
reading strategies
 Use of read-along tapes and books,
encouraging the children to point to the
words and read along with the narrator
 Writing and illustrating a book together
 Use of developmentally appropriate
literature
 Allowing the children to choose books
according to their interests

21. Conditions to improve literacy-
reading strategies continued
 Parents point to words, slowly dragging finger
below the words as the story is read out loud
 Parent and child read the book jacket/preview
illustrations and table of contents and make
predictions about the book
 Parents modeling reading everyday
 Asking children to point to or name objects in
picture books

24. Supporting activities
 Reading a combination of familiar and new books
 Encouraging visits to the library as a family
 Finding age appropriate literature and other
resources in the school/community libraries
 Use of fiction and non-fiction literature
 Setting a family goal to read together for a least
20 minutes a day
 Parents recorded the reading of a book onto a
tape for home use
 Use of books written in both English and Spanish

27. Data collection
 Field journal
 Parent interviews
 Child pre- and post- CLOZE test
 Pre- and post- parent survey
 T-test for supplemental data

28. Research Design
 This study is defined as a case study
because of its research design and
method, as well as its emphasis on a
particular setting (Mile & Huberman,
1986).
 (Qualitative definition from green book)

29. Limitations
 This case study is limited in scope to a
representative population of Hispanic
parents and their early grade students
in Portales.

30. Case Study Narratives and
Data
 Case Study #1
 Parents, Paco and Cecelia
 Children, Jose (2nd
grade) and Toby (pre-
kindergarten)

32. Case Study #1
 Cecilia’s pre- and post- survey were
statistically analyzed with a T-test,
showing no significant difference
between her pre- and post- answers.
 Jose’s CLOZE procedure, pre- and
post- were also statistically analyzed
with the T-test, showing no significant
change from beginning of study to end.

33. Case Study #2
 Parent, Elsa
 Child, Roberto (1st
grade)

36. Case Study #2
 Elsa’s pre- and post- parent survey data were
analyzed with the T-test and showed no
significant difference between her answers at
the beginning of the study and the end.
 Roberto’s data collected from the CLOZE
procedure was also analyzed, resulting in a
T-test score that was significantly changed, at
the 95% confidence level. At the beginning of
the study, Roberto completed correctly only 4
words, with the post test showing 10 words
completed correctly.

37. Case Study #3
 Parent, Maria
 Child, Sarah (1st
grade)

39. Case Study #3
 Sarah’s mother did complete the pre- and
post- reading survey, showing a T-test score
that was significant at the 95% confidence
level.
 Prior to the study, Sarah’s mother
“sometimes” felt that it was important to read
with her child. Post-test results showed that
she “always” felt that is was important to read
with Sarah.

40. Case Study #3
 She also reported, prior to the study, that it
was not important for her children to see her
read at home. After the study, she reported
that it was very important the her children see
her reading.
 She also reported that Sarah read a lot more
often at home after the study than before.

41. Case Study #3
 Sarah’s CLOZE procedure showed a
significant difference using the T-test at
the 95% confidence level. Her pre-test
showed she completed 2 words
correctly. Post-test results showed she
completed 18 words correctly.

42. Case Study #4
 Parents, Juan and Blanca
 Child, Jasmine (1st
grade)

43. Discussion and Data Analysis
 When parents show children they care
about reading, it prepares the students
for academic and literacy success.
 As students were free to choose their
own reading materials, they showed
increased interest in completing reading
assignments.

44. Discussion
 Several positive patterns emerged from
this study:
 Parents and children were excited to
participate in a place other than the home
for study sessions.
 Students were observed entering the
library with excitement, and showing
enthusiasm by directly searching the
bookshelves for favorite books.

45. Excerpt from field journal
 “During a visit one afternoon to the university library,
a student (Jose) looked up a book on the library’s
computer catalog. Then the whole family went up to
the second floor of the library and used the call letters
to find the book. This activity pleased the parents
(Paco and Cecilia). They shared with me their desire
for their son to someday attend a university. They
liked that their son knows how to use the computer to
look up a book in the library and then find it on the
shelves. This strategy may be of tremendous benefit
for this boy. He practiced his skills today in finding
books of interest in the university library.”

46. Excerpt from field journal
 “Today Jose reported proudly that his reading
level went up since the beginning of the
school year. His reading level is now at 3.6,
several steps higher than at the beginning of
the school year when it was at a 2.8. Mother
reports that the family uses the strategy of
reading every day as a family in the home,
usually in the morning. Mom was pleased
with her son’s school efforts.” She told me
that her son “earned 100% on his spelling
tests lately at school.”

47. Cross-case Analysis of the
Parents
 Five out of seven parents expressed
that they were happy and thankful for
the opportunity to work with their child
outside the home.
 Parents were excited to learn of
available reading resources in our
community.

48. Excerpt from field journal
 “The father of the family asked specifically about
educational software available on the ENMU
campus. He wanted an introduction to technology
that would help in reading achievement. He
wanted to borrow software for use at home. These
parents were excited to see the available reading
software and made a selection at the end of the
visit. It was exciting to me to see the interest of the
family as we came onto campus. The family
appreciated the tour of campus, including the
Golden Library, CET library, and toy library. The
father said his family would benefit by knowing
what resources are available.”

49. Cross-case Analysis of the
Students
 When both parents showed high
interest in their child’s reading effort,
children were fully engaged.
 Students held themselves to higher
expectations when both parents
showed approval of their efforts.

50. Summary of Data Analysis
 The study overall resulted in an increase in
positive parental attitude about reading and
gains in student reading achievement.
 There is not strong support showing
improvement with the statistical analysis,
however, field notes of observations and
comments of participants show that the study
was successful in helping to improve Hispanic
student reading achievement.

51. Conclusions and
Recommendations
 Parental involvement continues to be a key to
reading success.
 Through small group, family study sessions
that employed research-based reading
strategies, the researcher observed positive
outcomes of reading achievement for the
students involved in the study.
 Parents, by helping their children to read,
also grew in their own literacy abilities.

52. Conclusions and
Recommendations
 Through the experience of this case
study, I learned that parents who are
timid because of their own inabilities
desire that their own children learn and
have courage.
 One of the populations that can best be
served by extra-curricular reading
workshops is that of Hispanic families.

53. Conclusions and
Recommendations
 Parents are coming to realize they must
be proactive in helping their children
become excellent readers.
 Reading became fun for several
families as they participated together
with a specific goal each study session.

54. Conclusions and
Recommendations
 I recommend that teachers make a
concerted effort to involve parents in
the reading process with their children.
 I also recommend that parents learn
reading strategies and set goals to
apply these strategies for the
improvement of their children’s literacy.