Early literacy development and parent involvement: a literature review and critical analysis

Abstract

Reading skills are necessary for success at every level and in every subject. Early deficits in reading skills have been linked to both academic and social problems. Yet, many school age children still struggle as they learn to read. Research has defined the foundations to early literacy skills and how reading skills develop. Other research has reviewed the importance of parental involvement in reading development. Teachers and school psychologists have employed Curriculum Based Measurement as a means of assessing student achievement and identifying deficits in reading, writing, and mathematics. Since Curriculum Based Measurements is meant to be used with older student who are already reading, Dynamic Indicators of Basic Early Literacy Skills have been developed to assess the foundational skills of young readers. This research project consists of a review and critical analysis of the literature related to early literacy development, parental involvement, Curriculum Based Measurement, and Dynamic Indicators of Basic Earlu Literacy Skills. The purpose of the paper is to propose a study of which would evaluate the use of Dynamic Indicators of Basic Early Literacy Skills as a mean to guide parents in their formal interactions with their children in the area of reading development.