Parents' Effects on Academic Grouping for Reading: Three Case Studies

Abstract

Examines parents' effects on children's academic group placement, suggesting that parental involvement might affect children's reading achievement (RA) through its effect on academic grouping. Case studies of 3 Hispanic 1st graders at risk for reading failure are presented. In 2 cases, parents facilitated the children's RA through home teaching of the school reading curriculum and/or behavioral cuing for appropriate classroom behaviors. Observations and interviews suggested that parents' actions increased children's reading skill acquisition or motivation, which resulted in higher group placement. The 3rd child, who received no comparable actions from the parents, was placed and kept in a very low reading group. The cases suggest that parents can be instrumental in keeping low-achieving children from falling into ever-lower groups and behind grade-level norms. (PsycINFO Database Record (c) 2016 APA, all rights reserved)