PARENTAL INVOLVEMENT IMPACTING ACADEMIC GRADES IN READING IN

PARENTAL INVOLVEMENT IMPACTING ACADEMIC GRADES IN READING IN TEXAS ELEMENTARY SCHOOLS Ms. Nora Medrano EDCI 6300. 61 Dr. A Herrera Spring 2012

PROBLEM STATEMENT �The problem is that lack of parental involvement in Texas elementary schools creates a negative effect on Reading achievement as measured by the TAAS (now STARS) Standardized Testing.

PURPOSE & NEED � The purpose of this review of literature is to discover if parental involvement in elementary schools in Texas have an increased impact in student’s academic achievement � Years ago, parental involvement was not a necessity but today there is the need to involve the parents for the child’s performance in school. (Freeman, Karr-Kidwell 1998)

TYPES OF RESEARCH The use of qualitative and quantitative articles that describe, correlate, and are casual-comparative were used to make this literature review possible.

REVIEWING THE LITERATURE � Involving parents in the education of the child and getting involved in school is a great way to promote and push for higher success. (Machen, Wilson, & Notar 2005)

REVIEWING THE LITERATURE � With the addition of parental involvement, quality of the school rises, more lasting programs that are effective, and additional support for the school. (Peña, 2000)

REVIEWING THE LITERATURE � Parental involvement has been proven to increase cognitive growth and academic success in students from kindergarten to twelfth grade. (Schefter , 2001)

RESULTS � Various types of research and studies have shown that parental involvement in student’s education yields to academic success in Reading.

GAPS IN THE LITERATURE � Although parental involvement has been shown through research as an essential part of a student’s academic success, more studies are needed to expand on the necessity. � Parents can become engaged in their children’s education in various ways, yet there is no specific type of involvement proven to make the most effect. � Research in Reading success is limited and still requires more studies to have a better understanding.

CONCLUSION � Parental involvement leads to many positive attitudes towards education in a child. It can increases cognitive development and social skills, diminish behavioral problems, and above all provide enthusiasm for the child in reading.

Larrasquitu (2012), “Use each opportunity as a teaching moment”.

SOURCES Freeman, M. A. , & Karr-Kidwell, P. (1998). A descriptive study: Parental opinion and teacherstudent perceptions regarding parents' involvement in their children's education and development. 55. Retrieved from http: //www. eric. ed. gov/PDFS/ED 417251. pdf Google Images. Machen, S. M. , Wilson, J. D. , & Notar, C. E. (2005). Parental involvement in the classroom. 31(1), 5. Retrieved from http: //pathfinder. utb. edu: 2081/pdf 9/pdf/2005/IPY/01 Mar 05/16802899. pdf? T=P&P=A N&K=16802899&S=R&D=tfh&Ebsco. Content=d. GJy. MNLe 80 Seq. LQ 4 v+bw. OLCmr 0 qep 7 d. Ss qa 4 SLCWx. WXS&Content. Customer=d. GJy. MPGptl. Gxq 7 ZLue. Pfgeyx 44 Dt 6 f. IA Microsoft Power Point Peña, D. C. (2000). Parent involvement: Influencing factors and implications. 94(1), 12. Retrieved from http: //pathfinder. utb. edu: 2080/ehost/detail? sid=c 08 be 004 -f 2 f 2 -4621 be 45139610 afddfa@sessionmgr 112&vid=8&hid=126&bdata=Jn. Npd. GU 9 ZWhvc 3 Qtb. Gl 2 Z Q== Schefter, C. A. (2001). Parental involvement and its effects on student reading achievement. 42. Retrieved from http: //www. eric. ed. gov/PDFS/ED 451475. pdf