Parental involvement and pupil reading achievement in Ireland: ‎Findings from PIRLS 2011

Gilleece, Lorraine

doi:10.1016/j.ijer.2015.08.001

Cited by 19 publications

(15 citation statements)

References 18 publications

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“…Studies showed that parental involvement is one of the key factors affecting children's reading performance (Kurtulmuş, 2016;Gilleece, 2015;Peissig, 2002).…”

Section: Methodsmentioning

confidence: 99%

Primary school pre-service teachers self-assessed competency level of teaching how to read in Turkey

CayÄ±r¹

2017

Educ. Res. Rev.

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Learning to read is an important step for a child's academic and social success. Meaningful and fluent reading skills are linked to children's progress in their thinking and criticizing abilities. The knowledge and skills required for effective reading are initially taught in primary schools. The main responsibility of primary school teachers' is to teach pupils how to read. The purpose of this study is to analyze primary school pre-service teachers' self-assessed competency level of teaching reading. For this purpose, teaching reading contents are analyzed in two dimensions: theoretical background and practice. Results show that pre-service primary school teachers are competent in the theoretical background dimension. In this dimension, the parental involvement activities were found in the lowest competency level. Their competency level was moderate for teaching reading practices dimension. For teaching reading dimension, the use of different teaching methods in one activity was found in the lowest competency level. Besides, the results showed that evaluation skills of pre-service teachers in reading activities need to be supported.

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“…Studies showed that parental involvement is one of the key factors affecting children's reading performance (Kurtulmuş, 2016;Gilleece, 2015;Peissig, 2002).…”

Section: Methodsmentioning

confidence: 99%

Primary school pre-service teachers self-assessed competency level of teaching how to read in Turkey

CayÄ±r¹

2017

Educ. Res. Rev.

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“…The opportunities and experiences children are exposed to include those derived via preschool education, as well as the opportunities and experiences children encounter within the context of their home. Research has shown that when parents are engaged in their children's learning, children have more advanced learning outcomes [20], including positive academic achievements in literacy [21], most especially when parents engage their children in a range of informal literacy activities at home before the start of primary school [22]. Likewise, a lack of such experiences disadvantages children whose parents are less able to take an active role in their child's literacy learning, highlighting the importance of school-parent collaboration.…”

Section: Engaging With Parentsmentioning

confidence: 99%

Child-Centred Teaching: Helping Each Child to Reach Their Full Potential

2021

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Research has shown that schoolteachers often prepare children for success in standardized reading assessments by ‘teaching to the test.’ Concurrently, research exploring children’s emergent literacies and ‘school readiness’ has shown that early childhood teachers often feel pressured to ‘prepare’ children for school and may do so by focusing on print-related literacies, to the detriment of earlier stages of the oral-to-print continuum. This raises the concern that teaching children as a group, preparing them for the next ‘stage of education,’ will disadvantage children who are working below or above expected levels of development. Our study explores the teaching approaches used with a group of foundation-year children who achieved more advanced reading outcomes than children from four adjacent classrooms in their first year of schooling. We collected the reading and letter-identification outcomes of 16 children in the teacher’s foundation-year class and interviewed her about her practices. Findings showed that the teacher used her knowledge of what the children should achieve in standardized assessments as a minimum expectation and moved beyond the content of such assessments when warranted, as determined by informal assessments. As a result, every child in the class met, and many exceeded, minimum reading standards by year’s end. We conclude that using an individualized, child-centred pedagogy, informed by a combination of standardized and informal assessments, allowed the teacher to support her students to develop a range of reading abilities and to reach their full potential.

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“…Existing international literature highlights significant correlations between parent engagement and children's mental health and well-being (Gilleece, 2015;Hornby & Lafaele, 2011) emphasizing the importance of understanding children's learning as embedded in the family, social and cultural contexts in which it occurs (Alanen et al, 2015). However, whilst this has led to an increased focus on the parents' role in children's learning within the global debate (Hayes et al, 2017) it has not illuminated the child's voice in the debate.…”

Section: International Contextmentioning

confidence: 99%

“…According to Uusimäki et al (2019), Sirin (2005) comprised 58 articles between the years 1990 and 2000 in order to execute a meta-analytical literature review on the topic of ECEC, further strengthening the relevance of socio-economic status on student performance (Battle & Lewis, 2002;Engin-Demir, 2009;Okpala, Okpala, & Smith, 2001;Yang, 2003) and excluding the child perspective in the academic debate. Positive parental involvement has however been identified as a significant factor in influencing both academic and social development and outcomes for young children (El Nokali, Bachman, & Votruba-Drzal, 2010;Flouri, 2006;Gilleece, 2015;Hill et al, 2004;Hoover-Dempsey & Sandler, 1995;Sheldon 2007;Sibley & Dearing, 2014) furthermore influencing policy makers and teachers across the globe.…”

Section: International Contextmentioning

confidence: 99%

Preschool and home partnerships in Sweden, what do the children say?

Yngvesson

Garvis

2019

Early Child Development and Care

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The Swedish preschool curriculum places strong emphasis on the homepreschool partnership and parent engagement in this regard is considered important for reasons such as promoting child well-being and a healthy development. The central target of inquiry of this study was thus to explores the three primary perspectives that interconnect in the preschoolhome partnership (child, parent, teacher) and applies this exploration in order to better understand what parent engagement in preschool means to the child. Central to the study was determining the child's position within the partnership, thus the theoretical framework of Bronfenbrenner's ecological systems theory was applied. Stories were collected through interviews which highlighted the interconnectedness of the three perspectives and analysed using story constellations. Through identifying harmonies and contradictions in the stories, the construct of children's, parents and preschool teachers understanding of parent engagement in the Swedish preschool has been investigated, shedding light on the child's sense of agency within the partnership. ARTICLE HISTORY

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Parental involvement and pupil reading achievement in Ireland: ‎Findings from PIRLS 2011

Cited by 19 publications

References 18 publications

Primary school pre-service teachers self-assessed competency level of teaching how to read in Turkey

Primary school pre-service teachers self-assessed competency level of teaching how to read in Turkey

Child-Centred Teaching: Helping Each Child to Reach Their Full Potential

Preschool and home partnerships in Sweden, what do the children say?

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