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A practicum was designed to help parents of kindergartners in a low income area help their children develop literacy. The primary goal was to secure the active involvement of parents in their children's learning experiences. Other goals included improving kindergarten teachers' communication skills and expanding their strategies for reaching out to parents, and building a network of support for children by linking the resources of the home, school, and community. A needs assessment survey and a parent contract were administered to parents, the interests and needs of participating parents and the time commitment they preferred were determined, orientation and Parent Help Sessions (PHS) were planned and conducted for parents and teachers, resource people were recruited to assist with presentations that required specific skills to meet parents' and teachers' needs, and evaluation components were developed and administered. Results indicated that the PHS, the classroom and school visits, and participation were positive experiences for parents and teachers. Parents indicated that the training, classroom and school visits, and home activities enabled them to help their children at home. Of the 80 parents, 75 made significant progress through active involvement in helping their children toward literacy. (Nine tables of data are included and 67 references are attached. Appendixes include interview questions, Chapter 1 parent involvement survey, frequency distribution data, parent contract, PHS topics checklist, activities calendars, sign-in sheet, classroom registry, home contract form, parent session attendance roster, questionnaires, certificate of involvement, and notice for PHS.) (MG)

A director of elementary education at a Chapter 1 school in a Southern, urban community designed and implemented a practicum study intended to expose disadvantaged kindergartners to stories and books. The primary goal was to stimulate the children's interest in books and desire to read. A second aim was to expand the scope of the practicum to include story activities that could be done at home so that parents could become actively involved in their children's learning. To accomplish these aims, story books were solicited from publishers; a reading center was established; pre- and posttest preschool readiness inventories were administered to participating children; and parents met to share ideas at a mid-practicum meeting. Results were favorable. Analysis of data revealed that storytime sessions, field trips, and times for sharing were positive for children, parents, readers, and staff. Parents indicated that the tips for parents, the sessions for sharing, the books, and the story tapes helped them and their children. All 20 participating children made significant progress. Of the 20 parents, 17 reached the projected goal for active involvement with their children's learning experiences. A total of 57 references are cited. Related materials are appended. (Author/RH)