A Parent-Teacher SpeaksAuthor(s): Arlene WartenbergSource: The Reading Teacher, Vol. 23, No. 8, Parent-Teacher Communication (May, 1970), pp.748-750, 765Published by: Wiley on behalf of the International Reading AssociationStable URL: http://www.jstor.org/stable/20196413 .
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Arlene Wartenburg is the mother of three elementary school
children and a Reading Teacher with the Upper Dublin Town
ship Schools, Upper Dublin, Pennsylvania.
A parent-teacher speaks
ARLENE WARTENBERG
at A meeting designed to acquaint the parents of children par
ticipating in the school's corrective reading program, the ques tion arose, "What can I do to help my child with his reading?" This
question was quickly focused on by many other parents and an
animated discussion ensued. The faculty members who were pre sent were looked upon to supply the formula for success.
As the introduction of the topic had been spontaneous, the
teachers were not prepared with a formal answer or even a unified
approach. Each teacher made suggestions, but interest waned as
many parents mumbled, "Oh, I do that'' or "That doesn't work!" After
the meeting, several parents mentioned their frustration at the out
come of the discussion and the inability of anyone to suggest any
thing specific he felt the parents could do to really help their chil dren. The teachers, too, were disappointed at their failure to provide concrete answers. They felt they had missed an important oppor
tunity to actively involve the parents in the educative process.
ESTABLISHING A HOME READING ENVIRONMENT
As one of the teachers present, the author pondered what
might have been said and decided to give the matter of parent involvement in reading much consideration. One reason for this concern and drive to act on this concern was the fact of being a
reading teacher. Another and perhaps more compelling reason was
empathy for these parents?empathy arising out of being a parent. The following suggestions were presented to the parents. It is hoped that at another meeting, the parents can evaluate the suggestions and their results.
1. Parents should act as models. Children have to learn that
reading is not only an important part of life in the sense of eco
nomic advantage but also a pleasurable pastime. Parents can help them learn this by demonstrating the fact that they themselves read frequently and read a variety of things, not necessarily books. Adults can read the newspaper, magazines, pamphlets, direc tions for making and assembling things, train and television sched
748
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Wartenberg: A parent-teacher speaks 749
ules, etc., in front of their children. Many times they can share
parts of what they are reading with the children, such as an
interesting animal anecdote in the newspaper, an amusing joke, or tricky riddle. They can stress the idea that they often have to
reread directions when they are cooking or assembling a bicycle. 2. Parents should read to their children. Many parents make
it a habit to read bedtime stories to their infants and toddlers but
depart from this activity when their children go to school and learn
to read themselves. Often, the parents try to help their children
by listening to them read and supplying the missing words. This
frequently results in frazzled parental nerves and tearful, embar
rassed youngsters. A more pleasurable experience would be the continuation of
the childhood ritual, with mother's or dad's reading to the child.
This would not necessarily be a bedtime activity nor would it have
to be a nightly occurrence. Instead, whenever the parent reads
something especially entertaining or interesting, he could share
it with the child. This would sometimes be a newspaper clipping,
magazine article, or segment of a book.
The reading should be varied to enforce the concept that
reading is not limited to books. The parent could read the directions to the child while he constructs a model or before he plays a new
game. The parent could read the ingredients and instructions
while the child makes pudding, etc. The parent could read the names of TV programs and their description while the child decides what he will watch.
3. Parents should provide a variety of reading material for children. Again, it must be stressed that reading need not be synon
ymous with books. Many beginning readers do not have the con
fidence to attempt a book independently. Many reluctant readers have achieved so much failure they deter further frustration by avoiding reading, especially the reading of books. In addition,
many children do not have the ability to read the books they would like to read, so they attempt none.
To encourage reading, the home should be filled with all
varieties of printed matter. Some of the material should be geared to the children. There are many inexpensive and interesting paper
back books written for children. There are numerous magazines
designed for children. Card games, puzzle books, box games are
available for all reading levels?from beginning readers to more
advanced readers.
Other materials, not designed for children, should be readily available. The newspaper offers a wealth of interesting reading: pictures, cartoons, puzzles, weather forecasts, motion picture and television schedules. Adult magazines contain interesting illustra tions and captions in addition to the ever fascinating advertise
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750 THE READING TEACHER Volume 23, No. 8 May 1970
ments.
4. Parents should provide children with varied experiences.
Reading is the meaningful connection between symbols and what
those symbols represent. Teachers help pupils to recognize those
symbols and establish patterns whereby the children ultimately can identify symbols unassisted. Parents can aid the teacher by
providing the experiences for their children.
These experiences can take many forms: family vacations,
neighborhood and country walks, trips to museums, plan?tariums, historical shrines, concerts, plays, sporting events, parades, zoos,
ad infinitum. Whatever form these experiences take, however, their
value depends on parent involvement and supervision. Before em
barking on a trip, etc., discuss: where they will be going, what
they might see, what they wish to see, and anything else to make
the trip meaningful. While there, answer any questions and point out and discuss what they see. Collect postal cards, photographs, brochures and pamphlets to serve as reminders and to provide further, information about what was seen. After the trip, talk about
what was discovered, what was unusual, and what the children
liked the most.
A well thought out trip can be more meaningful and enjoyable than a cursory visit. Let the childrens' interests and studies suggest
possible trips. 5. Parents should suggest entertainment for children. Tele
vision provides many meaningful and entertaining experiences for
children. Parents should take the opportunity to study the sched
ules, select and suggest those programs which might be beneficial.
Of times, children balk at watching anything they might view as
"educational;" but if a parent watches with real interest, the child's
reluctance generally becomes "miraculously" transformed into
genuine interest. As with the trips, television viewing has more
value when the children discuss and question what they see.
6. Parents should encourage pets and hobbies. Raising a
hamster and collecting stamps are meaningful learning experiences which provide numerous opportunities for reading. The children
frequently must read in order to learn how to care for a pet or how
to organize their stamps, etc. As a parent, avoid the easy way,
assuming responsibility for directing the hobby or pet care. Instead
encourage children to be independent, even though it may con
sume much more of your energy.
CAUTIONS
Before parents embark on establishing a home reading environ
ment, certain points should be stressed.
(Continued on Page 765)
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gomberg: Preservice reading instruction: an apprenticeship program 765
UNANTICIPATED BENEFITS
A reading clinic which started as a volunteer community service became a novel experience which had a significant impact
upon the elementary school students, their parents, and the
undergraduate "teacher." This new approach proved to be more
than an important instructional technique: it strengthened the
teacher preparation program and it fostered positive inter group
relationships for the benefit of the college, the community, and
the apprentice-teachers. In working together, another unexpected by-product was
uncovered: not a new sensitivity toward teaching, nor a new
awareness of individual differences, but the starting recognition that each person had unearthed his own hidden misconceptions and prejudices. After a full year of operating the clinic on a stu
dent-volunteer basis, this program was incorporated into the work
of the Education Department with financial assistance given to the
college by the School District of Philadelphia. A program which started to help others has proved to be
most effective in promoting mutual understandings, helping children who have failed, and in preparing future teachers. For the Beaver College student, textbooks came alive as they worked
through individual problems. They no longer believe that only one
method offers a panacea; and in teaching children to read, they have discovered that each profits by respecting another.
A parent-teacher speaks (Continued from Page 750)
1. Parents are enrichers of experiences and not teachers of skills. Teachers have studied various techniques of developing skills and abilities in word analysis and comprehension. If a child has
difficulty reading a word, tell him what it is and leave the teaching of "why it is" to his teacher.
2. One or two of these suggestions is not enough. The
development of a fertile environment for the growth of interest in reading requires a full and varied program that is consistent,
patient, and long-term.
The concept readiness (Continued from Page 747)
level of representation among lower-class Negro kindergarten children. In H. A. Passow (Ed.) Reaching the disadvantaged learner. New York: Columbia Teachers
College Press. (In press)
Tyler, F. T. Issues related to readiness to learn. In E. Hilgard (Ed.) National
Society for the Study of Education, Part I. Chicago: University of Chicago Press, 1964. Pp. 210-239.
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