6. Research shows that a mother’s level of education is one of the most important factors influencing children’s reading levels and other school achievements.
7. It is proven that more highly educated mothers have greater success in providing children with the cognitive and language skills that contribute to early success in school.Research also proves that children of mothers with high levels of education stay in school longer that children of mothers with low levels of education.
8.
9. At age 4 years, children who live below the poverty line are 18 months below what is normal for their age group; by age 10 that gap is still present. For children living in the poorest families, the gap is even larger
12. Learning disabilities are problems that affect the brain's ability to receive, process, analyze, or store information. These problems can make it difficult for a student to learn as quickly as someone who isn't affected by learning disabilities…
13. Learning Disabilities Can Cause: Trouble focusing or concentrating Trouble spelling Trouble reading Trouble writing Social struggles
16. Research shows that parent involvement has a positive effect on children’s reading acquisition.
17. Children who read to their parents on a regular basis made greater gains than children receiving an equivalent amount of extra reading instruction by reading specialists at school .
28. Works Cited Benjamin, Ann L. "Parents' Literacy and Their Children's Success in School: Recent Research, Promising Practices, and Research Implications." Research of the U.S. Department of Education (1993): 1-6. Web. 29 Mar 2010. <http://www2.ed.gov/pubs/OR/ResearchRpts/parlit.html>. Campbell, Frances A., and Craig T. Ramey. "Mid-Adolescent Outcomes for High Risk Students: An Examination of the Continuing Effects of Early Intervention." Carolina Abecedarian Project NC, Intervention Education (1993): 1-38. Web. 29 Mar 2010. <http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/13/e8/bc.pdf>. "Children with Learning Disabilities." Facts for Families May 1999: 1-2. Web. 29 Mar 2010. http://www.kinderstart.com/frame_for_links.php?redirect=http://www.aacap.org/publications/factsfam/ld.html. Evans, Rick. 'Learning "Schooled Literacy": The Literate Life Histories of Mainstream Student Readers and Writers.' Discourse Processes 16.3 (1993): 317-340. Print. Grace Onchwari, Jared Keengwe. Teacher Mentoring and Early Literacy Learning: A Case Study of a Mentor-Coach Initiative. Early Childhood Education Journal, Volume 37, Number 4 (January 2010), pp. 311-317, <http://ejournals.ebsco.com/direct.asp?ArticleID=48EBA04D2ACBCE53BE58 Naslund, J.C., Schneider W. “Kindergarten letter knowledge, phonological skills, and memory processes: Relative effects on early literacy.” (1996) Journal of Experimental Child Psychology, 62 (1), pp. 30-59. http://www.sciencedirect.com/science?_ob=MImg&_imagekey=B6WJ9-45MGWPF-1G-1&_cdi=6873&_user=549231&_pii=S0022096596900211&_orig=browse&_coverDate=06%2F30%2F1996&_sk=999379998&view=c&wchp=dGLbVtz-. Senechal, Monique. "The Effect of Family Literacy Interventions on Children's Acquisition of Reading: From Kindergarten to Grade 3. A Meta-Analytic Review." Partnership for Reading (2006): 39. Web. 29 Mar 2010. <http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/29/99/ea.pdf>. Wang, Chuang. "Effects of Targeted Intervention on Early Literacy Skills of At-Risk Students." Journal of Research in Childhood Education (2008): 1-12. Web. 31 Mar 2010. <http://www.thefreelibrary.com/Effects+of+targeted+intervention+on+early+literacy+skills+of+at-risk...-a0181896721>.
