Parents are often baffled and anxious when teachers explain that, in their opinion, a child is not ready to cope with the academic demands of the next grade level, due to the child's lack of progress in learning how to read. The parents' perception of their child is that s/he has shown normal development. Yet, they are told the child is unable to perform successfully in the classroom. Haunted by childhood memories of frequent pupil retentions in the schoolrooms of years ago, the parents cautiously receive the teacher's judgment. In order to help with this situation, the parents inquire about the purposes of the classroom instruction and how they can become more involved in their child's education.
Pearson, V. A. (1981). Parent/Teacher Reading Instruction: A Collaborative Approach. Reading Horizons: A Journal of Literacy and Language Arts, 21 (3). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol21/iss3/6