Students' academic performance at school is closely related to the family literacy environment and their parents' educational levels. Home is the place where children spend most of their time while growing up, parents being their primary "teachers" (Three R's Plus, 1978). Unfortunately, not all children enjoy a literacy-rich home environment that strongly supports their academic growth. Many parents missed the opportunity to receive a good education, and are, therefore, unable to provide the academic help their children need in completing their school work. This is an especially severe issue with many parents whose English proficiency, educational level, and cultural differences prevent them from getting actively involved in their children's education (Olsen, 1988; Scarcella, 1990; Shanahan, Mulhern, and Rodriguez- Brown, 1995; Spindler and Spindler, 1987).
Liu, P. (1996). Limited English Proficient Children's Literacy Acquisition and Parental Involvement: A Tutoring/Family Literacy Model. Reading Horizons: A Journal of Literacy and Language Arts, 37 (1). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol37/iss1/5