Traditionally, educators have been generous in dispensing advice to parents about how they can help their children learn to read and write when they enter school (e.g.,Mergentime, 1963; Vukelich, 1984). However, researchers in emergent literacy (Clay, 1966) have found that many young children enter school already possessing considerable literacy knowledge. Consequently, there is a burgeoning interest in working with parents to understand the important roles they play in their school aged children's literacy development.
Anderson, J. (1995). Listening to Parents' Voices: Cross Cultural Perceptions of Learning to Read and to Write. Reading Horizons, 35 (5). Retrieved from http://scholarworks.wmich.edu/reading_horizons/vol35/iss5/3