Ausgabe 1/2015, 38. Jahrgang S. 24–28
Reading Tales – an Informal Educational Practice for Social Change
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School is an institution that translates socio-economic differences into distinct educational outcomes. In the case of Roma children, schools perform a negative selection, often by tracking Roma into segregated classes and schools and directing many of them into special education. Negative selection is often justified by reference to poor reading skills and limited vocabulary in the language of school instruction. Since schools fail to be inclusive institutions and attempts to improve educational outcomes of Roma students have been of limited effect, interventions at the family level appear as relevant alternative to decrease educational inequality. The “Your Story” (Meséd) project, through which mothers develop a routine of reading stories to their children, is proving an effective step for developing mothers’ parenting abilities and involvement in their children’s education, as well as in improving children’s reading skills and school achievement, increasing their vocabulary and supporting them in developing a positive attitude towards reading and overall education.
Early childhood education, parental involvement, reading tales, Roma children, educational policy
Surdu, L. & Switzer F. (2015). Reading Tales – an Informal Educational Practice for Social Change. ZEP – Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik, 38(1), 24-28. https://www.waxmann.com/artikelART101660