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Parent involvement appears to hold great potential for the improvement of literacy education. Without the coordination and support ofthe classroom teacher, however, the effects of such involvement may not be maximized. A question central to the development of parent involvement programs is, "Do teachers recognize and support parent involvement as a significant component of children's education?" The purpose of this informal study was to describe perceptions of parent involvement in literacy education. Over sixty teachers from a cross section of schools in a Midwestern metropolitan area were interviewed in depth about their attitudes toward parent involvement in reading. A structured interview combining closed and open-ended questions was used to gather data. Results indicated that teacher perceptions of what constitutes parent involvement differed by grade level. Over 90 percent of the teachers recognized the importance of involving parents. Less than 5 percent, however, supported involving parents as partners. Teacher perceptions of the role of parents appeared to restrict involvement and limit dialogue.

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