Fathers’ engagement in their children’s education has increased over the years, yet we know less about fathers’ perspectives and engagement in children’s literacy development. The authors focused on a fatherhood reading program that was initiated in several Title 1 schools in a large school district in the Southeastern United States. Findings are based on fathers’ reading in classrooms in one elementary school. Based on interviews with teachers, a focus group with fathers, and observations of fathers’ reading in the classroom, several themes were found: a positive male role model for students, a reported increase in student motivation for reading, fathers’ confidence in their parenting role, and fathers’ respect for volunteer reading at school. Ways that teachers can organize a similar program at their schools are presented, along with implications of the findings for teaching practice and research.

中文翻译：

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将邻里父亲带入教室：支持识字活动

多年来，父亲对子女的教育投入有所增加，但我们对父亲的观点和对儿童素养发展的投入了解较少。作者关注的是一项父亲读书计划，该计划在美国东南部一个大型学区的几所Title 1学校中启动。调查结果基于一所小学在教室中父亲的阅读情况。根据与老师的访谈，与父亲的座谈会以及对父亲在教室里阅读的观察，发现了几个主题：为学生提供正面的男性榜样，据报道学生的阅读动机有所提高，父亲对父母育儿的信心角色，以及父亲对在学校读书的义务的尊重。介绍了教师可以在学校组织类似课程的方式，