PARENTAL INVOLVEMENT IN LANGUAGE DEVELOPMENT: AN EVALUATION OF A SCHOOL-BASED PARENTAL ASSISTANCE PLAN

1981 ◽  
Vol 51 (3) ◽  
pp. 259-269 ◽  
Author(s):  
M. BEVERIDGE ◽  
ANN JERRAMS
Keyword(s):  
Language Development ◽  
Parental Involvement ◽  
Parental Assistance ◽  
School Based

Facilitating Parental Involvement in Speech Therapy for Children With Speech Sound Disorders: A Survey of Speech-Language Pathologists' Practices, Perspectives, and Strategies

2020 ◽  
Vol 29 (4) ◽  
pp. 1987-1996
Author(s):  
Sherine R. Tambyraja
Keyword(s):  
Parental Involvement ◽  
Online Survey ◽  
Speech Therapy ◽  
Speech Sound ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
Speech Language Pathologists ◽  
School Based ◽  
Homework Completion

Purpose This study investigated the extent to which speech-language pathologists (SLPs) facilitate parents' completion of homework activities for children with speech sound disorder (SSD). In addition, this study explored factors related to more consistent communication about homework completion and strategies considered particularly effective for supporting this element of parental involvement. Method Licensed SLPs serving at least one child with SSD were invited to participate in an online survey. Questions relevant to this study gathered information regarding (a) frequency of communication about homework distribution and follow-up, (b) demographic and workplace characteristics, and (c) an open-ended question about the specific strategies used to support parental involvement and completion of homework activities. Results Descriptive results indicated considerable variability with respect to how frequently SLPs engaged in communication about homework completion, but that school-based SLPs were significantly less likely to engage in this type of follow-up. Strategies considered effective, however, were similar across therapy contexts. Conclusion These results suggest potentially important differences between school-based services and therapy in other contexts with respect to this particular aspect of service provision for children with SSD.

Preservice Efforts To Promote School-Based SLPs' Roles in Written Language Development

2011 ◽  
Vol 12 (4) ◽  
pp. 121-127 ◽  
Author(s):  
Elizabeth Lanter ◽  
Claire Waldron
Keyword(s):  
Public Schools ◽  
Language Development ◽  
Clinical Education ◽  
Written Language ◽  
School Age Children ◽  
Leadership Roles ◽  
Clinical Experiences ◽  
School Based ◽  
Language Pathology ◽  
Written Language Development

Abstract The authors describe an innovative clinical education program that emphasizes the provision of written language services by preservice speech-language pathology graduate students at Radford University in Virginia. Clinicians combined academic coursework in language acquisition in school-age children and clinical experiences that target children's written language development to promote future literacy-based leadership roles and collaborative efforts among school-based speech-language pathologists (SLPs). These literacy-based experiences prepare SLPs to serve in the growing numbers of American public schools that are implementing Response to Intervention models.

scholarly journals Home Environment and Parental Involvement in Homework During Adolescence in Catalonia (Spain)

2016 ◽  
Vol 50 (2) ◽  
pp. 183-203 ◽  
Author(s):  
Toni Mora ◽  
Josep-Oriol Escardíbul
Keyword(s):  
Parental Involvement ◽  
Family Structure ◽  
Home Environment ◽  
Educational Achievement ◽  
Parental Behavior ◽  
Compulsory Education ◽  
Well Being ◽  
Family Characteristics ◽  
Relative Probability ◽  
Parental Assistance

It is well documented that parental behavior is a strong determinant of a child’s educational achievement and general well-being. Thus, it seems relevant to analyze the determinants of parental involvement in the education of their children. While most studies analyze the effect of family characteristics (such as parents’ education, ethnicity, or family structure) on parental involvement, we focus on the effect of home environment. Specifically, we consider parental assistance in homework during adolescence, which is defined from the children’s perspective. Data come from a unique sample of more than 2,300 students in the last 2 years of compulsory education in 70 schools in Catalonia (Spain). Results show that a good home environment increases the relative probability that parents get involved in their children’s homework. The effect is slightly higher for girls than for boys. The inclusion of home environment leaves no relevance to family structure. Results are robust to different estimation procedures.

scholarly journals Factors of Performance of Secondary Schools in Science, Mathematics and English

2019 ◽  
pp. 1-23
Author(s):  
Jem Boy B. Cabrella ◽  
Marilou D. Junsay
Keyword(s):  
Parental Involvement ◽  
Classroom Management ◽  
Educational Attainment ◽  
School Size ◽  
Family Background ◽  
Empirical Models ◽  
School Type ◽  
Length Of Service ◽  
School Based ◽  
Attitude And Motivation

This sequential exploratory mixed methods research aimed to describe which among the demographics, school profile, teacher factor, student factor, learning resources and classroom management, management and governance, family background and parental involvement significantly influenced and predicted the performance of the secondary schools in Science, Mathematics and English in Davao del Sur Division and thereafter to develop empirical models. The instrument used was developed through the responses of the KII informants, concepts of Creswell, and factor analyses. Using complete enumeration, the researcher selected 68 teachers and principals as respondents. Findings revealed that educational attainment, school based management, field of specialization significantly predicted competition; school type, teachers’ attitude and motivation, class size were linked with NAT results in Science; school type, length of service, teachers’ attitude and motivation, principal’s projects and programs, and school size were associated with NAT results in Mathematics; school type, teachers’ attitude and motivation, and classroom management positively correlated with NAT results in English; and school type, teacher’s attitude and motivation, family background and parental involvement, and length of service significantly linked with NAT results in Science, Mathematics and English. The empirical models adopted were: (1) YCompetition = -5.028 + 2.472*Educational Attainment + 1.514*School Based Management – 1.531*Field of Specialization, (2) YNATScience = 7.814 – 32.872*School Type + 13.007*Teacher’s Attitude and Motivation + 14.318*Class Size, (3) YNATMathematics = 74.026 – 28.828*School Type + 5.381* Length of Service + 9.523* Teacher’s Attitude and Motivation – 6.782* Principal’s Projects and Programs – 4.935* School Size, (4) YNATEnglish = 52.674 – 18.505* School Type + 11.362* Teacher’s Attitude and Motivation – 6.518* Classroom Management, and (5) YNATAverage = 60.645 – 26.052*School Type + 8.362* Teacher’s Attitude and Motivation – 4.902* Family Background and Parental Involvement + 4.158* Length of Service.

Vecāku līdzdalība pirmsskolas vecuma bērnu vārdu krājuma paplašināšanā

2020 ◽  
pp. 171-181
Author(s):  
Māra Domiceviča ◽  
Krista Apīne
Keyword(s):  
Preschool Children ◽  
Language Development ◽  
Parental Involvement ◽  
Emotional Development ◽  
Vocabulary Development ◽  
Research Programme ◽  
Parental Knowledge ◽  
National Research Programme ◽  
The Moment ◽  
Speech And Language Development

Parental involvement in the development of the vocabulary of preschool children will improve not only their success at school, but also their cognitive and emotional development. Children start to learn language from the moment they are born and this process depends on the continued involvement of the parents. The aim of the article is to define the extent of parental knowledge and opinions regarding the development of the vocabulary and the methods that could be used to improve it. The article is based on the results of a previous study that is a part of a national research programme (“Latviešu valoda”) which focuses on the development of Latvian language in preschool children. The study used parental surveys in order to gather their opinion on the importance of their involvement in the development of preschool children’s vocabulary. The data gathered from these surveys was analysed to present statistically significant results. The information gathered from the surveys could be used to analyse if there are any issues in the parental knowledge about vocabulary development and used by teachers and education specialists to support parents in a more informed way. One of the observed effects of the surveys was an increased parental attention to the speech and vocabulary of their children which was required in order to answer the questions. Similarly, the parents noticed that some activities and processes that are related to the language development did not previously receive as much of their attention as they thought they should give. Conversations, reading and singing were considered to be the most important tools of speech and language development by the surveyed parents. Alarmingly, approximately half of the parents considered the requirements for vocabulary development to be lower than what is currently considered to be standard with a large proportion of the parents significantly underestimating these requirements. Therefore, the authors believe that parents often fail to recognise issues with their child’s vocabulary, as they lack the knowledge to properly assess the development of speech and vocabulary. The results of the study suggest that the problem of parental implication in preschool children’s vocabulary should be analysed further and extended to consider the family’s socioeconomic context.

A 3-Year Study of a School-Based Parental Involvement Program in Early Literacy

2014 ◽  
Vol 108 (2) ◽  
pp. 165-172 ◽  
Author(s):  
Susan Ann Crosby ◽  
Timothy Rasinski ◽  
Nancy Padak ◽  
Kasim Yildirim
Keyword(s):  
Parental Involvement ◽  
Early Literacy ◽  
School Based
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