Abstract

This study was conducted to identify the different levels of involvement by parents of English Language Learners and its impact on early literacy scores. The study took place in a US Midwestern school with thirty kindergarten and first grade English Language Learners. For nine weeks, attendance was taken at various school functions and parents were asked to complete several literacy projects with their children. An assessment of early literacy skills was given at the beginning of the study and the same assessment was given at the conclusion of the study. The research found that the parents who were more actively involved in their child’s schooling had the students with a higher percentage of increase on their assessment scores. In addition, parents were asked to complete a survey which was used to view their own perceptions on their levels of involvement and obstacles that may impede their involvement.