Parental Involvement in Children’s Reading
“Parental Involvement in Children’s Reading” by Keith Topping, published by Taylor & Francis Group on November 24, 2017, is a comprehensive exploration of the role parents play in their children’s reading development. This 346-page book addresses the growing interest in parental involvement in education, particularly in the context of recent legislation in the UK and USA that recognizes parents’ rights. It highlights the significant impact that structured systems for parental engagement can have on children’s reading skills, drawing on various programs that have been implemented in schools.
Readers will find a thorough review of effective practices in parental involvement, presented through a series of contributed papers that detail diverse schemes developed in local areas. The book is organized into sections that categorize projects by type, providing insights into successful methods and materials for engaging parents in their children’s literacy. Additionally, it discusses the importance of service delivery to all children, including those with special needs, making it relevant for educators, educational administrators, and those in educational psychology.
Official synopsis Publisher
Parental involvement in children’s education is a subject of growing interest and recent legislation in both the UK and USA has given formal recognition of parents’ rights. Learning to read is an obvious area where parents can do a great deal to help, and some schools have had programmes for parental involvement in reading for some time. However recent research has shown the considerable benefit in having carefully structured systems for parental involvement.
This book presents a review of past and current good practice in this field. Details of a wide range of schemes developed in local areas are given in a series of short contributed papers, which are grouped into sub sections of Part 2 according to the type of project. Part 3 is essentially a manual of materials and methods. The emphasis throughout the book is on service delivery to all children although there is of course considerable discussion of remedial reading and children with special needs The book should appeal to a wide audience in education, educational administration and educational psychology.
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