This program promotes literacy by having parents check out books from the school library to read with their child for 100 minutes over 2 months. Parents and children log the reading minutes and titles. Every other month, there is a breakfast where the top 3 readers receive prizes. The goals are to increase fluency, comprehension, and parent involvement in literacy. A $1,350 budget covers food and prizes for the breakfasts. Research shows parent involvement improves literacy skills. The program's impact will be measured through student advertisements, parent surveys, and teacher feedback on classroom performance.

1. Mommy/Daddy Read with Me
for 100 minutes!

2. What will we be doing?

3. Description
Parents will be able to come to the school library and check out up to five books to
take home and read with their child. Once they are done reading their books, they
may return them for new ones. Parent and child will record how long they read
with their child and the title of the book. The program will be Bi-Monthly and once
100 minutes are met, the reading logs will need to be returned to the student’s
teacher to turn in to the Librarian. If a parent and child meet 100 minutes before
the two months have expired, they can get a new reading log and continue until
the log is due. At the end of every other month, a Muffins with Moms and Donuts
with Dads will be held in the library to announce winners for the top three
contestants with the most reading minutes logged.

4. Objectives
● Students will read with their parent nightly to increase their fluency in reading.
● Students will work on reading comprehension with extension activities that will
be provided to their homeroom teacher for extra credit.
● Parents will become involved in making sure their child is able to receive their
books and read them nightly with the help of an adult.
● Parents will monitor that their child logs the information correctly in the
reading log and signs off each time the activity is completed.

5. What will it cost?

6. Budget
5 months of Muffins with Mom and Donuts with Dad
$100 for donuts each month
$100 for muffins each month
=$1,000 total budget for food
5 months of prizes with one set for Muffins with Mom and the other for
Donuts with Dad
$20, $10, $5 gift cards each month
=$350 total prize budget
Total Budget= $1,350

7. Who is it for?

8. Target Audience
The targeted student audience will be elementary aged students, K-5 (ages 5-10).
Describe the benefits of the program for the targeted student audience:
● This will promote literacy amongst students and their families.
● This will promote collaboration between parents and students.
● This will allow more opportunities for parent involvement.
● This will provide exposure for the library and how it applies the TEKS and
objectives for the students in the library.
● This will allow students with additional opportunities to connect classroom
material with library lessons and activities.

9. Why do this?

10. Research Based Articles
Nancy Stevens suggests that many parents are at a loss as to how to help their children with
reading (Stevens, 2015, p. 39). Many parents do not read for pleasure themselves, and are
not sure how to become involved in reading with their child (Stevens, 2015, p. 40). She
suggests book clubs to hone in on the socialization aspect that many teenagers crave while
including literacy skills. Parents can join the book club with their children so that they can
become more involved with their child’s reading (Stevens, 2015, p. 40). Nancy Stevens’
suggestions directly correlate with having Mommy/Daddy and Me readings. It gets parents
involved who may not have otherwise known how to be involved. While, the article discusses
parental involvement at the secondary level, it still applies to the elementary level of our
target audience.
Stevens, N. (2015). Parent Involvement in Reading. Illinois Reading Council Journal, 43(3),
39-42.

11. Research Based Articles
Keely Cline and Carolyn Edwards suggest previous studies have found correlations between
parents reading with their children and children’s cognitive and language skills during their
early years in life (Cline & Edwards, 2013, p. 1215). The outcomes for the child’s learning
depend upon both the quantity and the quality of the reading time (Cline & Edwards, 2013, p.
1228). The Mommy/Daddy and Me reading will provide not only quantity in the number of
minutes parents and children are reading together, but also quality reading time as they read
books together and discuss them.
Cline, K., & Edwards, C. (2013). The instructional and emotional quality of parent–child book
reading and early head start children's learning outcomes. Early Education &
Development, 24(8), 1214-1231.

12. Research Based Articles
Shared reading time between parent and child provides a meaningful way for interactive reading dynamics
to be used to increase the Home Literacy Environment (Dexter & Stacks, 2014, p. 396). This has positive
effects on a child’s literacy skills (Dexter & Stacks, 2014, p. 396). Increasing the frequency in these shared
parent/child readings can be an effective intervention strategy for increasing the Home Literacy
Environment (Dexter & Stacks, 2014, p. 398). The research results indicated that the quality of the shared
reading had a greater influence on the Home Literacy Environment than the quantity of the reading
(Dexter & Stacks, 2014, p. 407). The Mommy/Daddy and Me shared readings increase this quality of
reading my creating shared bonds between parent and child. By having the Mommy/Daddy and Me
readings, an increase in literacy should be gained.
Dexter, C., & Stacks, A. (2014). A preliminary investigation of the relationship between parenting,
parent-child shared reading practices, and child development in low-income families. Journal Of
Research In Childhood Education, 28(3), 394-410.

13. Did it work?

14. Impact of the Project
The impact of this project will be measured in a three-fold approach.
● First, the participating students will be asked to create an advertisement to present to
the other students on campus about why they should participate in the Mommy/Daddy
and Me Read for 100 Minutes program the following year. The advertisement can be a
visual or auditory representation and will include a combination of the following: why he
or she chose to participate, a book he or she read that was really enjoyed, something
learned and why other students should participate.
● Second, the parents of students participating will complete a survey about the results
they saw from reading consistently with their children.
● Third, teachers will be asked to fill out a short survey about how student participation in
this reading program impacted classroom performance.