Parental involvement in children's education is a subject of
growing interest and recent legislation in both the UK and USA has
given formal recognition of parents' rights. Learning to read is an
obvious area where parents can do a great deal to help, and some
schools have had programmes for parental involvement in reading for
some time. However recent research has shown the considerable
benefit in having carefully structured systems for parental
involvement. This book presents a review of past and current good
practice in this field. Details of a wide range of schemes
developed in local areas are given in a series of short contributed
papers, which are grouped into sub sections of Part 2 according to
the type of project. Part 3 is essentially a manual of materials
and methods. The emphasis throughout the book is on service
delivery to all children although there is of course considerable
discussion of remedial reading and children with special needs The
book should appeal to a wide audience in education, educational
administration and educational psychology.
General
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