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This study evaluated the effect of Story reTelling and higher order thinking for English Literacy and Language Acquisition (STELLA) intervention on Chinese parents’ engagement in their children’ education in Mainland China. The 8-week intervention incorporated direct vocabulary instruction, modeling reading, and leveled questioning strategies delivered by certified English teachers who received bi-weekly virtual professional development as well as fun-family activities in which parents were involved in first graders’ language and literacy learning after school. A parental engagement survey adopted from previous research was administered among 325 parents before and after the intervention. Results of repeated measure analysis of variance revealed that the intervention had a significant effect on improving parents’ engagement in their children’s learning.