Linking Public School Instruction with Literacy Practices of the Home

By:
Dr. Dora L. Salazar
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Schools must consult parents to learn about the literacy practices that are used in the community so that these can be used in the classroom to support learners' linguistic development.

School reform for the 21st century indicates the need for more research in the reorganization of instruction based on information gathered from parents involving resources found in the home. This study builds on the well-established partnership with the University of Texas-Pan American (UTPA) College of Education field-base teacher preparation program and the Rio Grande Valley public schools. Pre-service teachers collected information using a questionnaire and interviews to learn how parents supported the literacy development for their children in the primary grades. Survey items comprised of the parents listing reading materials, tabulating the amount of time spent reading, revealing their access to a public library, and rating the reading ability of their children. Questions relevant to the parents' knowledge of school reading programs, types of literacy activities, and the importance incorporating home literacy practices were posed.

Preliminary finding suggest the vital role parents play in supporting their children's linguistic, academic, and social cultural development. Parents and teachers must collaborate to accommodate non-conventional forms of parental involvement facilitate educational progress of children from diverse populations.


Keywords: Public School Instruction, Literacy Practices
Stream: Community, Culture, Globalisation
Presentation Type: Workshop Presentation in English
Paper: A paper has not yet been submitted.


Dr. Dora L. Salazar

Assistant Professor in the College of Education, Faculty in the Department of Curriculum and Instruction, The University of Texas - Pan American
USA

Dr Dora L. Salazar is the Director of the Alternative Certification Program and an Assistant Professor in the College of Education, Department of Curriculum and Instruction at the University of Texas-Pan American located in Edinburg, Texas. She earned her doctoral degree at Texas Tech University in Curriculum and Instruction. Dr Salazar has taught pre-service teachers and graduate students at Texas Woman's University where she coordinated a Title VII Teacher Preparation Grant and a grant with the Intercultural Development Research Association - Projecto Alianza. Recently she coordinated a grant for Head Start Teachers and has published in the areas of teacher preparation with regards to alternative models in preparing Spanish/English bilingual teachers with Mexican immigrant teachers. Additional areas of interests include college student issues, parental involvement, and Spanish linguistics. Dr Salazar has 15 years experience as a Texas educator in public schools and at the college level.

Ref: L05P1134