How to Get Parents to Read with Their Kids

The topic of motivating parent involvement in reading was chosen since children continue to demonstrate a lack of reading ability in early grades. In addition, the involvement of parents in their child's reading has been empirically shown to improve educational outcomes (Wright & Willis, 2004). Despite parental consensus about the importance of their involvement, there are differences in types and levels of involvement (Lee & Bowen, 2006). Trotman (2001) reported on factors that affect parental involvement such as family structure, parent socioeconomic status, and parent educational level. Wright and Willis as well as my own personal experience as a teacher supports the conclusion that parent involvement must continue to be researched and addressed in the educational system since it is an important component in the educational process of children.

The ecological systems theory is used as a theoretical framework for this research paper. This theory was developed by Urie Bronfenbrenner (Birnbaum, Lytle, Perry, Murray, & Story, 2003). The theory points out that the family and child are embedded within many systems of influence and it is therefore important to understand that the environment is an essential aspect to consider since events or situations such as parental involvement affect the child. The individual family is considered a microsystem that is located within a broad system with social and economic influences, which affects the ab

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These authors noted that children from high status backgrounds have more economic resources and higher levels of cultural capital and they are more likely to participate with parents in activities related to education. Parental education level is also related to cultural capital and parent involvement in their children's' education. Cheung and Andersen also stated that family structure is related to social capital. Large numbers of siblings dilute the distribution of family resources for each child and family dissolution is related to academic outcomes. Single parent families may have fewer parental resources to include time and money to provide to their children. Cheung and Andersen studied data from the National Child Development Survey and found that social class predicted academic ability and educational outcomes. Social resources had direct and lasting positive effects on academic success and indirect affects on child reading habits, which led to educational success. Family size and structure were related to early academic achievement. Hawkins, Amato, and King (2006) reported on the influence of parent gender and residence on parent involvement. Hawkins et al. studied data from the first wave of the National Longi

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