Parental involvement of families with limited financial resources: bridging home and school to positively impact academic achievement of struggling elementary readers

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Kimberly Doggett Pemberton (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Samuel Miller

Abstract: This two-phase mixed methods case study investigated the school based parental involvement of families with limited financial resources who have early grade children struggling with reading. Phase I details how the existing research on school-based parental involvement applies to one group of parents within a particular school. Two interventions were implemented in Phase II--Partners-in-Reading tutoring program utilizing parents and teachers as tutoring partners and Home-School Connection which allowed parents to capture via photography, the family's home literacy strategies and cultural experiences as a way for educators to bridge the gap of home and school. Results documented improved achievement for students and the implementation of initial pathways between the literacy practices of the school and home.

Additional Information

Language: English
Date: 2010
Achievement, Literacy intervention, Low socioeconomic status, Parental involvement, Reading achievement, Struggling elementary readers
Home and school.
Education, Primary $x Parent participation.
Education, Primary $x Parent participation $x Research $v Case studies.
Reading $x Parent participation.

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