Developing Reading Partnerships Between Parents and Children:A Reflection on the Reading Together Program

Diana Patricia Sukhram • Amy Hsu

Published online: 8 January 2012

� Springer Science+Business Media, LLC 2012

Abstract Early reading exposure is important in setting a

foundation for students to acquire the basic literacy skills

that set them up for school and life success. More impor-

tantly, parent involvement at an early age is a critical

component of reading skills development. This report

presents an overview of the Reading Together Program that

introduced families of young children ages 6–36 months in

a community-based setting to the necessary skills, tech-

niques, and resources to enhance their knowledge of how to

effectively develop a reading partnership with their chil-

dren. Additionally, this free reading program that was

sponsored by a faculty development grant invited parents

to play an active role in their children’s reading journey.

Results indicated that parents understood and appreciated

the value of early reading habits, and would continue to

nurture the reading relationship with their children. This

article also presents responses of the initial and final

reading perception surveys as well as implications for

future research and practice.

Keywords Early literacy � Reading � Parent involvement �Reading partnership � Shared reading � Emergent literacy

Introduction

Reading is paramount to an individual’s academic success

and personal accomplishments; therefore, early literacy

development is essential. Early exposure to reading pro-

vides children with knowledge and literacy skills which are

critical for the development of a strong academic and

social foundation (Swick 2009; Morrow 2001). Students

who fail to master the basic reading skills at an early age

are at a greater disadvantage for reading failure (Coyne

et al. 2001; Lane et al. 2002; Joseph and Schisler 2006;

Paige 2006). Research indicates that 74% of students

identified with reading deficits in third grade continue to

experience significant reading difficulties in ninth grade.

Hence, the inability to read at grade level in middle school

has been linked to failure to master the basic reading skills

(primarily fluency and comprehension skills) in the early

grades (Rasinki and Padak 2005). When students lack

confidence in their reading ability, they develop negative

attitudes toward reading. However, students with well-

developed foundational skills become skillful readers who

continue to increase their reading success in later years

(Juel and Minden-Cupp 2000; Lane et al. 2002).

Studies have also documented the significant role of

parent involvement in their children’s reading experiences

and overall success (Ehri and Roberts 2006; Reutzel et al.

2006; Senechal and LeFevre 2002). Most parents share

immense quality time with their young children, thus

making them an influential resource in early literacy

development. As a result, children are exposed to reading

through informal parental approaches which ultimately

form the basis of formal reading instruction and developed

foundational reading skills (Senechal and LeFevre 2002).

Children’s early exposure to and participation in literacy

activities with parents in rich home literacy environments

is one of the most important elements in their emergent

literacy as well as developmental and educational out-

comes (Leseman and de Jong 1998). Strickland (1989)

found that children who come from homes where

D. P. Sukhram (&) � A. Hsu

State University of New York College at Old Westbury,

Old Westbury, NY, USA

e-mail: sukhramd@oldwestbury.edu

A. Hsu

e-mail: hsua@oldwestbury.edu

123

Early Childhood Educ J (2012) 40:115–121

DOI 10.1007/s10643-011-0500-y

storybooks are read to them have an advantage over chil-

dren who are not read to at home. Additionally, Weigel

et al. (2006) noted, ‘‘Parents who express positive attitudes

about reading and actively engage their children in literacy

enhancing activities are creating an atmosphere of enthu-

siasm for literacy and learning’’ (p. 374). While several

studies demonstrate the positive correlation between the

regularity of shared book reading, emergent literacy and

language development among preschoolers (Bus et al.

1995; Senechal et al. 2008; Karrass and Braungart-Rieker

2005), there is more to enhancing early literacy skills than

just positive attitudes about literacy and shared book

reading. Specific factors such as selecting appropriate texts,

leading children in conversation in connection to the

reading, and engaging them in activities such as songs,

rhymes, and finger plays are important in developing strong

readers.

Books for shared reading should be selected carefully in

order to get the most benefit from the time engaged in

literacy activities. Dwyer and Neuman (2008) emphasize

the important role specific text features play in enriching

children’s comprehension of text, including format, illus-

trations, text features, and topic. Hansen (2004) stresses the

importance of book quality and the amount of time parents

share with their children in order to create meaningful

conversation of the text in developing literacy. Neuman

and Wright (2007) also indicated that the role books will

play in enriching children’s lives and later school devel-

opment relies on ‘why’, ‘how’, and ‘what’ parents read to

their young children.

The ‘‘how’’ parents read to their young children

encompasses the discourse that occurs during the sharing of

a text. According to Gjems (2010), participation in such

conversations surrounding books is essential in helping

children to become familiar with the language, knowledge,

and culture of reading. Research also demonstrates that it is

critical for parents to invite their children into these dis-

courses with open questions that allow children to explore

and discover both meaning and understanding of the text

(Snow 2000).

Additional studies found that preschool children’s lit-

eracy and language skills improved when parents engaged

them in activities such as singing songs and reciting

rhymes (Bennett et al. 2002; Owoki 2001). These kinds of

activities, in conjunction with reading books, are vital to

the reading process, as they improve foundational reading

skills, specifically phonological awareness. According to

Arnold and Colburn (2005), ‘‘Children who play with

sounds in their preschool years are better prepared to read

when they get to school’’ (p. 33). Exposing children to

decontextualized language through songs, rhymes, and

finger plays is an important part in teaching early literacy

skills (Rosenquest 2002).

Therefore, to promote reading success, it is imperative

that parents are actively engaged in their children’s early

literacy growth. Not only can parents spend time reading

with their children, but they can focus on optimizing this

shared reading time, as they select high-quality books,

engage in conversation around the stories, and initiate

songs, rhymes, and finger plays related to the texts.

The goal of this report based on qualitative data is to

emphasize and promote early reading experiences and

family support that are critical to children’s literacy

development. In fostering reading partnerships between

parents/caregivers and their children, important founda-

tional reading skills are developed that enhances reading

readiness and early literacy development. The free Reading

Together Program, sponsored by a faculty development

grant, introduced families of young children ages

6–36 months in a community-based setting to the neces-

sary skills, techniques, and resources to enhance their

knowledge of how to effectively develop a reading part-

nership with their children. Parents were equipped with the

necessary tools to promote early literacy skills and children

were exposed to an invaluable reading experience which

ultimately leads to academic and life success.

Background

The Reading Together Program is rooted in the frame-

works of the Family Strengths Model (Hannon 1995) and

Vygotsky’s theory of the Zone of Proximal Development

(Vygotsky 1978). The Family Strengths Model is designed

to assist families in effectively meeting their children’s

literacy needs. This model places emphasis on the family

environment and culture in order for meaningful literacy

and language experiences to occur. It stresses the impor-

tance of the active role and engagement of families in their

children’s literacy journey through multiple opportunities

for engaging in language and literacy, modeling of strate-

gies, interaction between parents and children and recog-

nition of literacy development (Hannon 1995). This family-

centered approach to the reading process empowers parents

and children to build positive relationships through daily

interactions which ultimately lead to developed literacy

skills. In the Reading Together Program parents and chil-

dren were required to interact in a common learning

environment where parents were taught various strategies

to build early literacy skills though modeling. They were

also given multiple opportunities to practice the skills with

their children. Parents were in charge of their children’s

reading journeys and provided the necessary supports to

build a positive reading relationship.

Scaffolding for reading is a concept from Vygotsky’s

theory of the Zone of Proximal Development in which the

116 Early Childhood Educ J (2012) 40:115–121

123

zone refers to how children’s learning occurs. It focuses on

the area between what children can do on their own and

what they can do with guidance. In the Reading Together

Program the children were exposed to early literacy skills

instruction through daily experiences that embedded their

prior knowledge of the text and through exposure to de-

contextualized language. These skills, developed through

the guidance and encouragement of their parents and

caregivers, helped to build better understandings of and

meaningful interactions with the text.

Needs Assessment

Educators are now expected to teach strategies and conduct

activities that build on beginning reading skills and parents

are encouraged to begin reading with their children at an

early age. Currently, there is increasing interest in

instructing parents how to help children build essential

literacy skills. Therefore, the purpose of the Reading

Together Program was to allow positive engagement and

interaction in literacy activities with families in order to

equip them with strategies and resources to enhance their

knowledge of how to effectively read and develop a posi-

tive reading relationship with their young children.

Therefore, the primary question that guided this project is:

(1) What are parents’/caregivers’ perspectives on the

implementation and effectiveness of the Reading Together

Program?

Planning and Implementation

Setting and Participants

Reading Together was carried out at a public library in a

diverse neighborhood in Nassau County, Long Island, NY.

The 6 week reading program was opened to all children

between 6 and 36 months of age along with their parents or

caregivers. The program was advertised through the

library’s newsletter and website. An average of 15 con-

sistent participants groups (child with parent or caregiver)

representing diverse cultural and linguistic backgrounds

participated in all sessions. Participant demographic data

revealed that 15 parents and 15 children between the ages

of 6–36 months with a mean age of 30 months participated

in this study. Of the 15 parents, there were 14 females and

1 male. Seventy-five percent of the participants were

Caucasian, 20% were African American, and 5% were

Latino/a. All participants were English language speakers

even though English was not the native language for 5% of

the population.

Program Procedures

Prior to the start of the program, the researchers designed

an initial and a final parents’/caregivers’ perception survey

to acquire information and solicit parents’/caregivers’

input. The initial survey was created with the intention to

invite parents/caregivers in the designing process of the

weekly reading sessions. The information provided on the

Initial Reading Perception Survey was further used to tailor

the program to the participants’ specific needs and con-

cerns. Parents’/caregivers’ input was essential to this pro-

gram because when parents are involved they are more

comfortable and willing to employ the techniques and

follow through with the program. This, in turn, facilitates

group collaboration which was an essential component to

the success of this reading program.

The Initial Reading Perception Survey was administered

at the first Reading Together session. This survey included

questions related to parents’ reading habits, joys and

challenges of reading with their children, children’s interest

in reading, book selections, as well as parents’ concerns

and questions about how to improve the reading process

(see ‘‘Appendix A’’). Surveys were distributed to all parent

participants who were instructed to answer the questions

without including any identifying information. Of the 22

surveys distributed and collected only 15 surveys were

completed in their entirety. The responses on the 15

completed surveys which account for a response rate of

75% were later coded and categorized qualitatively for use

in this article. In addition, participant-observation methods

were utilized, specifically including the keeping of field

logs based on both parent and child interactions and

responses.

Session Format

During each of the six forty-five minute sessions, a con-

sistent routine was followed. There was an overview of the

session’s activities, including the topic(s) of the day.

Throughout the program, topics covered were based on the

parents’ and caregivers’ concerns and questions gathered

from the Inital Reading Perception Survey, and the

researchers’ knowledge of early literacy development.

Reading Together instruction was held every Wednes-

day for 6 weeks. Each session lasted for a maximum of

45 min. The researchers conducted six sessions of lessons

and reading activities for the children and parent/caregiver

participants. The Reading Together program was com-

prised of both large and small group reading/activity ses-

sions. Child participants were grouped by age for the small

group sessions. During the reading sessions, parents were

directed to work individually with their children as they

read and employed the strategies of Reading Together with

Early Childhood Educ J (2012) 40:115–121 117

123

the close supervision of the researchers, who were con-

sistently modeling for and guiding the participants. All

sessions were held in the Children’s Library. This was a

spacious room equipped with a carpet, desks, chairs and

additional books that provided enough resources, work

space and comfort. Table 1 provides a sample of the ses-

sion format which includes a list of topics covered, ques-

tions discussed, and samples of books, songs, rhymes, and

finger plays used in the Reading Together sessions.

After introducing the topic of the day, the facilitators

modeled the strategies for the large group. For example, in

discussing reading strategies for parents, the researchers

modeled how to read a book to the children, how to talk

about the pictures without focusing on the words alone,

how to look for hidden subtexts, and how to ask questions

throughout the reading. Activities to motivate and engage

the participants, such as songs, rhymes, and finger plays

were also a part of the large group sharing. After modeling

and further discussing the strategies as necessary, the par-

ticipants were given individual opportunities to practice.

Children and their parents or caregivers chose a book from

a preselected collection that fit the topic and read together

to practice the strategies, while the researchers worked with

individuals, answering questions, addressing concerns,

demonstrating, and encouraging the participants. The large

group was then brought back together for review of the

session topic, another group reading of a book to reinforce

reading strategies, and closure which included parents’/

caregivers’ questions or concerns. Finally, the children,

with the help of their parents or caregivers, were invited to

choose a free book to take home to build their personal

library and continue their reading journey. Handouts that

included bulleted points of the strategies discussed during

the session were also distributed to the participants at the

end of each session.

At the final session of the Reading Together Program,

participants were asked to complete the Final Reading

Perception Survey (see ‘‘Appendix B’’). This was designed

to provide the researchers with feedback on the program as

well as ways to improve the program for future imple-

mentation. The Final Reading Perception Survey ques-

tioned parents and caregivers about what they learned from

the sessions, what they liked or did not like about the

program, and how the program influenced the way they

read with or planned to read with their children.

Outcomes

Survey Analysis

Overall, Reading Together was well-received by the par-

ticipants and achieved positive outcomes. Analysis of

parents’/caregivers’ responses to the Initial Reading Per-

ception Survey revealed that majority of the participants

understood and appreciated the value of early reading

habits. One parent noted, ‘‘Great lessons for my girls’

future’’ while another parent stated, ‘‘I realize I have to be

consistent with reading to my daughter’’. The participants

also wanted to continue to nurture the reading bond with

their children. One participant indicated, ‘‘I will read more

with my little one’’; another parent wrote, ‘‘I will get more

Table 1 Reading together program overview

Session topics Questions explored Picture books used Songs, rhymes and finger plays

Selecting books How do you choose a text that is

appropriate for a particular child?

Campbell (1982) Itsy Bitsy Spider

Martin (1995) Hickory Dickory Dock

Reading strategies

for parents

What are some ways parents can read

a text to their child?

Wise Brown (2005) Grandmother’s Glasses

Numeroff (1985) If You’re Happy and You Know It

Motivating children

and developing an

interest in reading

How can parents stimulate their child’s

interest during reading?

Gerth (2007) Where Is Thumbkin?

Mayer (2000) Ten in the Bed

Promoting phonological

awareness

What kinds of text can be used and what

specific strategies can parents use?

Bland (2009) Monkeys Jumping on the Bed

Dr. Seuss. (1960) Twinkle, Twinkle, Little Star

This Old Man

Fostering life skills

through reading

How can parents use books to prepare

a child for life experiences (i.e. new

sibling, first experience in school,

visiting the doctor, etc.)?

Cousins (2010) The Wheels on the Bus

Berenstain and Berenstain

(1981)

The Mulberry Bush

Developing comprehension

of text for children

What kinds of questions should parents

ask during reading?

How does a parent know if his or her

child understands?

Shannon (1998) I’m a Little Teapot

Dewdney (2005) Jack and Jill

118 Early Childhood Educ J (2012) 40:115–121

123

books and keep reading with my son’’. Parents’ main

concerns were in reference to: the selection of age-appro-

priate text, getting their child to sit still and focus during

reading times, figuring out when was the most appropriate

time to read, and most importantly, what skills were

effective to employ while reading in order for them to

make the most of their reading sessions. Some specific

participants’ questions included: ‘‘What are the appropri-

ate books that will capture my 2 year old’s interest and

challenge him?’’ ‘‘How can I do a better job of reading to

my son?’’ ‘‘How do I get her to sit still during reading?’’

‘‘How do I know if my child is retaining the information?’’

‘‘How can I make it more fun and interesting?’’ ‘‘What

books should I be reading at this age level?’’

In response to the Final Reading Perception Survey,

parents and caregivers revealed that they enjoyed attending

and participating in the reading sessions. This was evident

in their inquiry and request for future reading sessions.

Several parents inquired if the sessions would be held

every week permanently. The majority of the participants

reported that they found the sessions ‘useful’ and ‘infor-

mative’ and they ‘planned to continue reading with their

children’ and ‘use the strategies learned’. Parents/care-

givers further revealed that they learned how to select age-

appropriate and engaging books as well as how to gauge

their children’s interest in the books. They also reported

that they learned how to question and engage their children

in discussions about books. Importantly, the parents/care-

givers reported that their children also enjoyed the sessions

and indicated that at home the children would constantly

bring them books to read. The parents stated it best when

they wrote, ‘‘The program opened a window of opportunity

to take advantage of the library resources to help with my

girls’ future’’; ‘‘Loved it all’’; ‘‘Please come back soon’’;

‘‘Great job, very informative’’; ‘‘Loved the free books, and

the story time’’. These responses show that the participants

were actively engaged in positive literacy interactions

which are supported by research as an important step in

building reading partnerships to facilitate an interest in

literacy and learning (Weigel et al. 2006). Additionally,

researchers’ observations of the children participants

revealed that they were happy, eager to learn and engaged

in the reading sessions and activities. They consistently

participated in the reading discourse and related activities,

both with the facilitators and their parents/caregivers.

During large and small group modeling sessions, children

eagerly approached the facilitators to get closer to the

book, often pointing to illustrations in the story and letters

and words in the text. When questions were posed, their

responses were thoughtful and filled with excitement and

enthusiasm. The children enjoyed the undivided attention

from their parent/caregiver during the session time devoted

to practicing the modeled skills. Each week in observing

the children’s interactions it was evident that they were

excited about reading and that they were learning the

necessary basic literacy skills.

Conclusion

The Reading Together program was important in providing

more formal opportunities for parents/caregivers and their

children to read together in a comfortable community

setting with the guidance of experienced literacy experts.

The researchers were able to promote reading partnerships

that were enjoyable for all participants involved. These

partnerships were educational, promoting active listening

and literal and inferential comprehension skills which are

especially valued in school settings. Parents were

empowered with tools and confidence to foster positive

reading relationships with their children. In addition,

because the participants left each week with a free chil-

dren’s book and a simple, parent-friendly handout outlining

the specific strategy, they were more prepared and willing

to continue their reading partnership at home.

These early positive experiences with reading serve as a

stepping stone for further literacy development. Children

will see reading as an enjoyable process and become familiar

with the skills that make them ‘‘preschool ready’’. Having

books and resources readily available will allow them easy

opportunities to read and practice their skills at home

(Morrow 2001; Vanobbergen et al. 2009; Weigel et al. 2006).

Overall, while various strategies were employed through-

out the sessions, each strategy was simple, enjoyable,

engaging, and appropriate for the diverse participants.

Additionally, this program was both time efficient and cost

effective. Parents of young children typically look for

activities where they can interact together and this type of

reading program was an enjoyable and learning focused

activity. Early literacy programs can be expensive, though

libraries often host these at little or no cost to community

members. Parents are encouraged to research available

programs and take advantage of them. Parents must also

remember that the cost of buying books is very small in

comparison to many of the toys that are advertised and

often purchased. Giving a child a book is an inexpensive,

yet invaluable, investment in his literacy development and

overall life success. In reference to time efficiency,

45 minutes of reading time is not a lot when considering

the long-term benefits of reading.

In addition, a program such as Reading Together is cost

effective from two viewpoints. First, parents are encour-

aged to take advantage of programs that are readily

available through their communities that are of no fee to

them. Secondly, as demonstrated in recent research, the

benefits of reading extend well beyond the early grades

Early Childhood Educ J (2012) 40:115–121 119

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(National Reading Panel 2000; Rasinki and Padak 2005).

Therefore, children who develop basic reading skills

through effective literacy program engagement at an early

age are more successful in school, and less likely to repeat

a grade, drop out of school, or end up incarcerated, thus

saving their community millions of dollars (Swick 2009).

Further, communities also save money if children are

prevented from needing special education services because

they have had the support of high-quality early childhood

family literacy programs (Swick 2009).

Reading is essential to one’s academic and life success.

Likewise, parent involvement makes a positive contribu-

tion to this success. Participants in the Reading Together

Program understood and valued the importance of reading

with their young children and were supported in their quest

to develop active readers. Going forward, the goal is to

move beyond an optional library program, where families

who attend are most likely active readers, or at least

interested in developing their children’s reading skills, as

were the participants of the current study. The aim is to

work with parents/caregivers who are not involved in

exposing their children to early literacy skills. In this way,

we can create awareness and appreciation by assisting

families in developing beginning reading skills and a

reading partnership that will promote growth and learning

as their children are provided with the opportunity to begin

a journey of success through literacy rich interactions.

Appendix A: Initial Reading Perception Survey

1. How do you select a book to read with your child?

2. Do you enjoy reading with your child? Why/Why not?

3. What do you enjoy the most about reading with your

child?

4. Are there special times when you read with your child?

5. What is the least interesting thing about reading with

your child?

6. Does your child enjoy reading? How do you know

this?

7. What questions or concerns do you have about reading?

Appendix B: Final Reading Perception Survey

1. What did you learn from this reading program?

2. What did you like the most about the program?

3. How has this program influenced how you read with

your child?

4. What suggestions do you have for us about the program?

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