Parents Working With Speech-Language Pathologists to Foster Partnerships in Education This article outlines a parent involvement program that was developed and implemented by speech-language pathologists as part of a comprehensive program to improve academic achievement and literacy by focusing on communication skills. The basis of the program was to help parents become active participants in their child’s educational and learning ... Research Article
Research Article  |   January 01, 1998
Parents Working With Speech-Language Pathologists to Foster Partnerships in Education
 
Author Affiliations & Notes
  • Judith G. Farber
    School District of Philadelphia, PA
  • Marilyn K. Goldstein
    School District of Philadelphia, PA
  • Contact author: Judith Farber, 21 Glenn Circle, Erdenheim, PA 19038.
    Contact author: Judith Farber, 21 Glenn Circle, Erdenheim, PA 19038.×
Article Information
Development / Cultural & Linguistic Diversity / School-Based Settings / Attention, Memory & Executive Functions / Research Articles
Research Article   |   January 01, 1998
Parents Working With Speech-Language Pathologists to Foster Partnerships in Education
Language, Speech, and Hearing Services in Schools, January 1998, Vol. 29, 24-34. doi:10.1044/0161-1461.2901.24
History: Received January 23, 1996 , Accepted April 21, 1997
 
Language, Speech, and Hearing Services in Schools, January 1998, Vol. 29, 24-34. doi:10.1044/0161-1461.2901.24
History: Received January 23, 1996; Accepted April 21, 1997

This article outlines a parent involvement program that was developed and implemented by speech-language pathologists as part of a comprehensive program to improve academic achievement and literacy by focusing on communication skills. The basis of the program was to help parents become active participants in their child’s educational and learning experiences. The organization and content of the parent program are explained and information needed to replicate the program is provided. Results of descriptive evaluations of the sessions and feedback from school personnel indicate a need for continued parent-focused educational programs.

ACKNOWLEDGMENTS
This article was supported, in part, through funds secured from the U.S. Department of Education grant award #S201A20007.
The authors gratefully acknowledge the help of Beverly Cohen, Susan Cutler, Evelyn Klein, and Arleen Weinstein for their assistance with various aspects of this article. We want to express our appreciation to Wayne Secord and Michael Trudeau for their helpful suggestions and encouragement related to the revisions of this article.
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