Partnering with Families for Early Language and Literacy Development: Research-based Strategies for Early Childhood Teachers

This document was created for teachers, pre-K through 3rd grade, looking to improve their strategies for partnering with families for children’s language and literacy development. Research demonstrates that family support for language and literacy activities at school and at home is positively related to children’s outcomes, including reading acquisition, language, vocabulary learning, conceptual development, and literacy achievement (Dearing, Kreider, Simpkins, & Weiss, 2006; Rowe & Fain, 2013; Senechal, 2006). The following eight strategies drawn from the research literature offer opportunities for teachers to build stronger partnerships with families to support children’s language and literacy development. | Boone, B.J., Wellman, M.E., & Schenker, V. (2017).