Citation

Parental support to improve children reading

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Abstract:

Abstract (max. 750 words):

1. Objectives or purposes

With a grant from USAID, since 2009 Catholic Relief Services (CRS) in partnership with Education Development Center (EDC) is implementing a four-year education project titled ‘’ Package for Improving Educational Quality in the Democratic Republic of Congo’’ (PIEQ) to support the DR Congo government in its efforts to improve its educational system. The project’s overall goal is to increase student learning, especially in reading and math, by improving the quality of teaching and safe learning environments. CRS’ main responsibility in the project is to ensure community involvement for improving educational access and quality through a multi-pronged approach which encompasses trainings, awareness raising activities, and support to parents for the development and implementation of school improvement plans.

The mid-term evaluation of the project conducted in May 2012 to assess students’ reading levels using the Early Grade Reading Assessment (EGRA) tools revealed that overall, students continued to have poor reading skills. Per the recommendations of the mid-term evaluation of the project, CRS has refocused its intervention to engage parents and communities in explicitly supporting the reading needs of their children through after school community-run activities.

This paper will present CRS’ initiatives to support parents in providing after-school reading opportunities to children in order to stimulate their interest in reading and contribute to the improvement of their reading skills improvement. The paper will also share outcomes and lessons learned from the interventions.


2. Perspective / theoretical framework
Community participation is a key component to ensuring education quality. CRS has worked over the past four years to build communities’ capacities to support the development of their school and the improvement of the learning environment. CRS is taking these efforts to the next level by focusing on parental support to children reading. Studies show that extended learning time combined with parental involvement can improve reading levels. CRS is testing this assumption through two models of parental support to reading. The first model involves engaging parents in helping their children with reading homework at home.

Children are given a booklet of reading assignments including writing, reading, stories telling etc. to bring home. Parents are sensitized on the type of reading assignments and are provided guidance on how to help their children. The reading homework also contains illustrations to help illiterate parents to understand assignment instructions.




In addition, parents are encouraged to stay in communication with teachers on reading lessons to reinforce at home.

The second approach entails enabling parents to create reading spaces for students where community volunteers run playful activities to help children to read. Volunteers are mostly youth selected by communities and are trained by the project on reading activities to undertake in the reading spaces. Activities include songs singing, drawing, writing, games and stories telling, letters identification etc. Parents committees are encouraged to monitor reading spaces activities and provide support to volunteers. CRS’assumption is that both models will provide additional instructional reading time to students in a more supportive environment and will have a positive impact on their reading skills, which are predictive of future academic success.


3. Methods, techniques, modes of inquiry, data sources

This paper will present CRS’ after school reading initiatives and their contribution to achieving Quality Education for All in DR Congo. Data sources include: monitoring reports from the field, focus groups discussion and assessments reports.


4. Results and/or conclusions

The paper will present some of the results expected in this project, such as:
• A positive change in the attitudes of parents and community members, resulting in significant after-school reading support
• Increase of children’s reading skills as measured by assessment tools

5. Significance of the study to the field of comparative and international education

Through this initiative, CRS aims to demonstrate that:
• community involvement is essential to quality education in general and children reading in particular
• Community-run activities can complement classroom reading activities and improve children reading skills

Author's Keywords:

After school reading support
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Association:
Name: Comparative and International Education Society Annual Conference
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p717152_index.html
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MLA Citation:

Mahula, Joseph. "Parental support to improve children reading" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada, Mar 10, 2014 <Not Available>. 2014-12-10 <http://citation.allacademic.com/meta/p717152_index.html>

APA Citation:

Mahula, J. , 2014-03-10 "Parental support to improve children reading" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada <Not Available>. 2014-12-10 from http://citation.allacademic.com/meta/p717152_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Abstract (max. 750 words):

1. Objectives or purposes

With a grant from USAID, since 2009 Catholic Relief Services (CRS) in partnership with Education Development Center (EDC) is implementing a four-year education project titled ‘’ Package for Improving Educational Quality in the Democratic Republic of Congo’’ (PIEQ) to support the DR Congo government in its efforts to improve its educational system. The project’s overall goal is to increase student learning, especially in reading and math, by improving the quality of teaching and safe learning environments. CRS’ main responsibility in the project is to ensure community involvement for improving educational access and quality through a multi-pronged approach which encompasses trainings, awareness raising activities, and support to parents for the development and implementation of school improvement plans.

The mid-term evaluation of the project conducted in May 2012 to assess students’ reading levels using the Early Grade Reading Assessment (EGRA) tools revealed that overall, students continued to have poor reading skills. Per the recommendations of the mid-term evaluation of the project, CRS has refocused its intervention to engage parents and communities in explicitly supporting the reading needs of their children through after school community-run activities.

This paper will present CRS’ initiatives to support parents in providing after-school reading opportunities to children in order to stimulate their interest in reading and contribute to the improvement of their reading skills improvement. The paper will also share outcomes and lessons learned from the interventions.


2. Perspective / theoretical framework
Community participation is a key component to ensuring education quality. CRS has worked over the past four years to build communities’ capacities to support the development of their school and the improvement of the learning environment. CRS is taking these efforts to the next level by focusing on parental support to children reading. Studies show that extended learning time combined with parental involvement can improve reading levels. CRS is testing this assumption through two models of parental support to reading. The first model involves engaging parents in helping their children with reading homework at home.

Children are given a booklet of reading assignments including writing, reading, stories telling etc. to bring home. Parents are sensitized on the type of reading assignments and are provided guidance on how to help their children. The reading homework also contains illustrations to help illiterate parents to understand assignment instructions.




In addition, parents are encouraged to stay in communication with teachers on reading lessons to reinforce at home.

The second approach entails enabling parents to create reading spaces for students where community volunteers run playful activities to help children to read. Volunteers are mostly youth selected by communities and are trained by the project on reading activities to undertake in the reading spaces. Activities include songs singing, drawing, writing, games and stories telling, letters identification etc. Parents committees are encouraged to monitor reading spaces activities and provide support to volunteers. CRS’assumption is that both models will provide additional instructional reading time to students in a more supportive environment and will have a positive impact on their reading skills, which are predictive of future academic success.


3. Methods, techniques, modes of inquiry, data sources

This paper will present CRS’ after school reading initiatives and their contribution to achieving Quality Education for All in DR Congo. Data sources include: monitoring reports from the field, focus groups discussion and assessments reports.


4. Results and/or conclusions

The paper will present some of the results expected in this project, such as:
• A positive change in the attitudes of parents and community members, resulting in significant after-school reading support
• Increase of children’s reading skills as measured by assessment tools

5. Significance of the study to the field of comparative and international education

Through this initiative, CRS aims to demonstrate that:
• community involvement is essential to quality education in general and children reading in particular
• Community-run activities can complement classroom reading activities and improve children reading skills


Similar Titles:
The "New" Dialogic Reading: The Impact of Parental Involvement on Children's Story Comprehension During a Digital Storybook Reading

Reading Parents: Children’s Development of Reading Conceptions within the Family Media Environment.

Parental Support and Children’s Educational Expectations: Do Children of Actively Involved Parents Set Higher Educational Expectations?


 
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