A few years ago the National Association of Elementary Principals sought to answer a question that many principals have been asked: Is there a difference in the way high performing students are raised and how less successful students are brought up? To answer this question, they asked elementary principals throughout the country. The result of this study was a publication called The Little Things That Make a Big Difference. Below are some of the findings.

First of all, there did appear to be basic differences in homes of high achievers. These differences were found in what happened in the home. They were also seen in what parents from these families did in relation to their children’s schools.

One of the biggest differences between homes of high achievers versus homes of low performers is seen in parent/child communication. It is now known that children who come to school prepared and ready to learn usually come from homes where there is effective and frequent communication. Another study in this area found that there is as much as an 11 million-word difference in the number of words children in homes of high achievers hear compared to other homes.

Parents who are concerned about preparing their young children for later school success seem to be constantly talking and reading to them at young ages. Both these activities prepare their offspring for school by expanding their vocabularies and helping them build a bigger knowledge base about the world around them. The quantity of words spoken to children is one of those small things that can make a big difference to a child’s development.

Reading to children has another important benefit. It helps children see reading as a pleasurable experience. Having a love for reading is a critical trait of high achieving students. This starts early on the laps of moms and dads. Reading to children is also an excellent way for parents to develop a strong bond with children through an educational and pleasurable experience.

This emphasis on reading in homes seems to be one of the strongest indicators of later school success. Parents that think this is important use several strategies. One is to provide a wide variety of reading materials for their children. These include books and magazines. These parents also make frequent use of the library to get reading materials. They also serve as models for their children.

Parents who are good reading models read daily themselves. Their children see them enjoying books. This goes a long way for a young person. Seeing mom or dad making personal reading a priority helps children grasp the idea that reading is both fun and important. These children often enter kindergarten determined to learn how to read.

Homes that effectively cultivate successful students also communicate appropriate expectations for their children. This means they expect students to utilize their abilities wisely. It does not necessarily mean they expect their young to be first in their classes. However, they do expect them to stretch themselves and perform up to their ability.

Another difference in the communication area is in how praise is used. A recent study shows that praise can have a powerful effect on children when it is specific and related to the hard work and accomplishments of a student. Conversely, when praise is too general or focuses on the innate intelligence of a young person, it can be a negative influence.

These are a few strategies that researchers recommend parents utilize in their homes. Next week this column will focus on parenting strategies recommended in their relationship with schools to maximize their children’s academic success. It is always good to know that the success of our young can be impacted by effective parenting. Hopefully, a few ideas shared here will help Columbus parents set up the conditions in their home that will motivate student success.

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