Return-Path: <nifl-family@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id g0BJnb006773; Fri, 11 Jan 2002 14:49:37 -0500 (EST) Date: Fri, 11 Jan 2002 14:49:37 -0500 (EST) Message-Id: <2BA7F9AE1216D4119AC700062938A59901EC737E@blue.sos.state.il.us> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-family@literacy.nifl.gov Originator: nifl-family@literacy.nifl.gov Sender: nifl-family@literacy.nifl.gov Precedence: bulk From: "Colletti, Cyndy" <CColletti@ILSOS.NET> To: Multiple recipients of list <nifl-family@literacy.nifl.gov> Subject: [NIFL-FAMILY:608] Identifying and Supporting Low Literate Parents X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; X-Mailer: Internet Mail Service (5.5.2653.19) Status: O Content-Length: 10260 Lines: 280 The Reading Teacher in September 1996 published this well done article. Written by teachers, for teachers, it has been useful to us as we introduced the idea of family literacy to schools. I've cut and pasted it into this email to avoid an attachment. The four authors are listed. Cyndy Colletti, Illinois State Library Literacy Office Identifying and Supporting Low-Literate Parents Susan K. Bohler Karen L. Eichenlaub Sandra D. Litteken Deborah A. Wallis Johnny, a second grader, is in tears. This is the day that everyone in the class has been looking forward to. This is the day of the big field trip. Everyone has turned in signed permission slips except poor Johnny. Once again, Johnny s mom did not respond to the note sent home. Johnny s teacher shakes her head and wonders why some parents aren t responsible enough to take more of an interest in their children. This supposed lack of parental interest may seem all too common in the everyday classroom. Some classroom teachers do not realize the effect adult illiteracy has on their classrooms. Teachers need to realize that this problem influences the learning of their students (Denner & Farris, 1991). Furthermore children who live in homes with parents who don t have a high school diploma and those from economically deprived homes are five to six times more likely to drop out of school later in life (Brizius & Foster, 1993, p. 70). As classroom teachers, we need to break the cycle and encourage participation in meaningful reading for both parents and children. If teachers are aware that adult illiteracy has an impact on their classrooms, they are more able to identify parents who may have difficulty reading. They are also more able to integrate methods to assist these parents and their children. Teacher-parent interactions require that the teacher be sensitive understanding, and responsive to the needs not only of the children but of the parents as well (Denner & Farris, 1991, p. 65). Identifying low-literate parents Teachers must take on the task of being on the lookout for some sign of adult illiteracy among the parents of students in the class. A teacher might recognize some of the following possible indicators of low-literate parents: ·ð Parents appear to lack interest in child s progress (e.g., no response to report cards, obvious lack of guidance on homework and lack of attendance at conferences or school functions). ·ð Special-activity permission slips are not returned (e.g., field trip, open house, and conferences). ·ð Defensive behaviors relating to school activities are exhibited (e.g., overt criticism of school policies and hostility to recommendations about how to improve child' academic and behavioral performance). ·ð Frequent calls are made by the parent to the school office questioning the school schedule (e.g., early dismissal, vacation and holidays). ·ð Parents exhibit inappropriate responses to written communication (e.g. signing on incorrect line and providing incorrect information). ·ð The teacher or school never sees written correspondence from the parent ·ð The student might mention to the teacher that the parent is not a good reader. ·ð Lack of proper supplies and reading materials in the home (e.g., paper, pencils, crayons, books, magazines, and newspapers) is obvious to the teacher when the quality of homework is seen. It is often a good indication that reading and writing are not a priority in the house when a child does not have the proper supplies at home. What next? When a parent is suspected of having difficulty in literacy, several things must be taken into account. First, the teacher must decide whether to talk with the parent and offer help and support. If the teacher does decide to talk with the parent, s/he may become very defensive and deny that there is a problem. On the other hand, once the subject is brought up, the parent may be relieved to know that someone is concerned and willing to help. Regardless, the teacher must always respect the feelings of that parent s illiteracy, there are several ways to assist parents, and in turn to help students, to become functional readers. Ways to support low-literate parents Hold parent sessions. In order not to single out illiterate parents, the classroom teacher needs to schedule a parent meeting that focuses on ways to nurture literacy and to promote its value. The teacher should hold enjoyable parent sessions so the parents are willing to return again and again. In addition, these sessions should be held at the convenience of the parents, not the teachers. If possible the school should provide free babysitting and transportation. Refreshments at the sessions provide a more relaxing atmosphere. Make tapes to go along with children s books. Books, tapes, and tape players can be sent home with students. The teacher can send home good children s literature read by volunteers, the principal, the janitors, and other school personnel. Class-made language experience books with their recordings can be sent home. The focus is then on the child reading the book to the parent instead of the parent reading the book to the child. This takes the pressure off the parent. Use simple or alternative means of communication with parents. The teacher may want to call parents and ask them to come in and sign important papers, forms, etc., instead of sending such documents home to be signed. Davis and Diaz, (1994, p. 332) suggest replacing difficult terms with more familiar woods (see Figure). Replacing difficult words with familiar ones: Terms that may be difficult Possible replacement Child care provided Do you need a babysitter? Transportation requested Do you need a ride? 2:00 dismissal Students go home at 2:00 Spring recess No school Assessment week Testing this week Registration Eye test Remediation needed in Needs extra help in Occupation Job Schedule home visits. Many times low literate parents may be intimidated by the school environment. The teacher can model appropriate literacy activities with the child and the family in the familiar surroundings of the family s own home. The teacher can take along books; examples of how to use environmental print, paper, pencils, small chalkboards, and other items that encourage reading and writing. Provide a lending library for parents. Teacher can collect copies of children s favorite books and offer them for parents to take home. Videos of children s literature can also be available through this library. A classroom-based lending library may provide convenience and a less threatening environment than the public library. Send home magazine packs. Recycle old magazines; send them home to parents. The teacher can provide for a variety of interests and age levels so that each family member has a magazine. The idea is to acclimate the family to literature and to provide conversation starters. This may foster a greater appreciation of the written word. Send home copies of familiar nursery rhymes and songs (Rosow, 1991). Parents may recognize these texts and put words to print. Thus parents and children can get meaning from print as they recite or sing familiar texts. Make the parent aware of community programs. Share information about programs offered to encourage literacy development. Libraries, workplaces, community colleges and local universities may have some community programs worth sharing. Suggest that your district offer a homework telephone hot line for parents and children. Many school districts are adopting a homework hot line that provides an opportunity for parents and students to get information about school assignments, upcoming school events, school-related schedule changes, and the daily cafeteria menu. If the homework hot line is not available, homework assignments and other messages can be taped and sent home. Conclusion Does Johnny s mom really not care about his education, or is it that she does not have the literacy skills to take a more active role in Johnny s school activities? Often what appears to be an uninterested parent may indeed be a low-literate parent who is unable to understand or respond to school correspondence. As teachers we must be aware of this possibility and be ready to assist low-literate parents and their children. The best way to get a student involved in literacy is to get the parent involved in their own literacy. Parents, as a child s first teacher, are uniquely qualified to pass on the richness of a literacy legacy through a shared literacy experience (Nuckolls, 1991, p. 45). Teachers who become frustrated with unresponsible parents should keep in mind that there may be more to the child s home environment than they might think. Even though the teacher may not be sure about the parent s level of literacy, our suggestions and other ideas developed by caring and informed teachers may be beneficial to all children and families. Helping parents help themselves and their children will result in a more relaxing and effective learning environment for all. The real winner is the future of our society the children. All four authors are graduate students in reading at Southern Illinois University at Edwardsville, USA, where they were inspired by Valerie Meyer. Bohler teaches children with learning disabilities, Eichenlaub is a third-grade teacher, and Litteken and Wallis teach first grade, all in Illinois. Taken from The Reading Teacher. (September, 1996) p.77-79 References Brizius, J.A. & Foster, S.A. (1993). Generation to generation: Realizing the promise of family literacy. Ypsilanti, MI: High/Scope Press. Davis, S. & Diaz, S. (1994). Identifying and educating low-literate adults. Reading Horizons, 34,316-323. Denner, M., & Farris, P.J. (1991). Guiding illiterate parents in assisting their children in emergent literacy. Reading Horizons, 32,63-72. Nuckolls, M.E. (1991). Expanding student s potential through family literacy. Educational Leadership, 49(1), 45-46. Roscow, L.V. (1911). How schools perpetuate illiteracy. Educational Leadership, 49(1), 41-44.
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