An investigation into the implementation of a Parent Partnership Programme in order to raise standards in reading, through a shared interaction with books at KS1 and KS2.
University of Wales Institute, Cardiff
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This investigation attempts to monitor and evaluate the effects of initiating a Parent Partnership Programme within a primary school in the borough of Blaenau Gwent. It also aims to find a way of raising standards and improving Home School links through a shared interaction of books. The importance of parental involvement is explored and its benefits towards the education of all children. The involvement of parents in children's reading in both Key Stage 1 and Key Stage 2 is also compared and the effects on the Home School reading partnership is evaluated. The Parent Partnership Programme was implemented with a sample of twenty-four children. These consisted of six children from each of the years 1, 2,3 and 5. Four teachers were also involved in the programme. The investigation involved monitoring parents, staff and children as well as monitoring the prograrnme itself. Reading Interviews for the children, and Questionnaires for both the parents and the staff were administered at the beginning and at the end of the programme. Link Books kept a note of dialogue and communication to and from the school. Parents, staff and older children were encouraged to comment in these books. Field notes were also kept by teachers to record observations and conversations of parents and children involved in the programme. The assessment of the results from the above methods illustrated that an effective link between home and school is possible if parents feel that they are involved in their children's learning. Dialogue and attitudes towards reading improved through the programme, it also revealed that children benefit greatly from the extra adult attention. The investigation concluded that it would be possible to extend the Parent Partnership Programme to all children within the school, if there was enough support from both staff and parents. It also acknowledged the difficulties of getting Key Stage 2 staff to recognise the importance of parental support, and that support from the Head Teacher was necessary to achieve this.
MA Education Thesis
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