1. RACHELLE VARGAS EDU 671 FUNDAMENTALS OF EDUCATIONAL RESEARCH PROF. WANDA FERNANDOLULLE JANUARY 20, 2016 My Action Research Proposal

2. #1 Area of Focus The purpose of this study is to describe the effects of involving parents in the classroom to do a language activity and read with their child and to explore the positive outcomes these activities have on the parent and child. The study will explore the outcomes within the family unit and also in the classroom.

3. #2 Define the Variables The population for the action research project is those students’ 4-5 years old that need to increase language literacy skills. They have scored lower on their Desired Results Developmental Profile in Phonological awareness and emergent writing skills. These students need more help in the classroom and also at home with early language skills. This population was chosen because of the need and their parent’s willingness to do the activities with their child in school and at home.

4. #3 Research Questions #1 Does the weekly Parent Child Reading & Engagement Time help parents learn more about positive language interaction with their child, and if so, how? #2 Will the hands-on language interaction with the child/parent improve verbal/language skills in the classroom? #3 Will the incorporation of Parent Child Reading & Engagement Time in the class improve students’ DRDP Assessment scores in Language Development?

5. Recently, I have held two Parent Advisory Committees meetings on our campus, with a very low parent turn out. We also have parent involvement once a month in the classroom. I feel that our school could do a better job at providing times for parents to be more involved in their child’s learning and education. Pre-survey parent Post-survey Observation notes Video using iPad #4 Intervention/Innovation

6. #5 Group Membership Five students ages 4-5 years old Five parents of these students One main teacher- observation notes Myself- observer/note taker & video

7. #6 Negotiations Parent consent forms Classroom to have parent- child activities Time that parents can come each week Willingness of parents to participate and do pre/post surveys

8. # 7 Timeline Three days a week the there will be a parent-child activity time (15 min. each activity) One language literacy activity at school with the parent and two language literacy activities at home with the parent. Three weeks for the Action Research Pre-survey & post-survey

9. # 8 Statement of Resources A classroom area for parents and child to do activities Language literacy activities prepared and ready for parents each week. Two activities prepared for student to take home and do with parent.. (folder) iPad Pre-post surveys copied

10. #9 Data Collection Pre-survey Post survey Observation note Video

11. Reference Amatea, E. S. (2013). Building culturally responsive family-school relationships (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc. Hjalmarson, F. (2011). Differentiated parent support: Engaging parents in unique ways to increase their involvement in School. San Diego, CA: TurnAround Schools Lenz, B. (2007). A community of learners: Building a supporting learning environment.A community of learners: Building a supporting learning environment Edutopia. Retrieved from http://www.edutopia.org/envision-schools-learning-http://www.edutopia.org/envision-schools-learning- community-respect Salovey, P., Rothman, A., Detweiler, J., & Steward, W. (2000). Emotional States and Physical Health. American Psychologist, 55(1). Srikanth, S., Petrie, T., Greenleaf, C., & Martin, S. (April 2015). The relationships of physical fitness, self-beliefs, and social support to the academic performance of middle school boys and girls. The Journal of Early Adolescence, 35(3), 353-377. Retrieved from EBSCOhost Van Roekel, D. (2008). Parent, Family, Community Involvement in Education. Retrieved from http://www.nea.org/assets/docs/PB11_ParentInvolvement08.pdf