Family Literacy
Greetings. The following materials are intended to provide an introduction to Family Literacy. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Ming-Fang Hsieh
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Parents' Literacy and Their Children's Success in School
Family Literacy Strategies to Support Children's Learning
Family and Intergenerational Literacy. ERIC Digest No.111
America Goes Back to School:A Place for Families and the Community
Parents and Children Together Online
Children's Literacy Development: Suggestions for Parent Involvement
Parent Involvement in Middle School Language Arts. ERIC Digest
Parent Involvement in Elementary Language Arts: A Program Model
Parental Involvement in the Reading Instruction of Young Children
Family Learning and Parent Involvement Materials
Citations from the ERIC Database
AN: EJ633861
AU: Whitehouse-Marianne; Colvin,-Carolyn
TI: "Reading" Families: Deficit Discourse and Family Literacy.
PY: 2001
SO: Theory-into-Practice; v40 n3 p212-19 Sum 2001
DEM: *Family-Literacy
DER: Cultural-Differences; Disadvantaged-; Elementary-Secondary-Education; Literacy-Education; Reading-Skills; Social-Bias
AB: Describes family literacy, examining how families are already read by teachers, researchers, policymakers, and the media and arguing that the rhetoric of family literacy has defined the family in somewhat pathological terms. The paper examines the continued pervasiveness of deficit discourses to describe families, noting why it prevails in the language of those who believe they are rejecting it. (SM)
AN: EJ633425
AU: Gelfer,-Jeff; Higgins,-Kyle; Perkins,-Peggy
TI: Literacy Education and Families: A Program and Its Progress.
PY: 2001
SO: Early-Child-Development-and-Care; v167 p39-50 Apr 2001
DEM: *Family-Literacy; *Literacy-Education; *Parent-Education; *Program-Effectiveness; *Program-Implementation
DER: Early-Childhood-Education; Family-Programs; Parents-; Preschool-Children; Program-Descriptions; Program-Evaluation
AB: Describes the development, implementation, and evaluation of Project Literacy Education and Families (LEAF), a family literacy program that provides experiences for parents to develop their skills and confidence that will enable them to see possibilities instead of limitations. Details four Program components: adult literacy, early childhood education, parent education and parent-child literacy, and play interaction time. (Author/KB)
AN: EJ633104
AU: Langley,-Linda-Parker; Brady,-Dianne; Sartisky,-Michael
TI: Family Literacy in Action: The Prime Time Family Reading Time Program.
PY: 2001
SO: Public-Libraries; v40 n3 p160-61,164-65 May-Jun 2001
DEM: *Family-Literacy; *Public-Libraries; *Reading-Programs
DER: At-Risk-Persons; Childrens-Literature; Library-Services
AB: Presents an overview of the Prime Time Family Reading Time program, a family literacy program that is based in public libraries and incorporates the presentation of children's literature with the discussion of humanities-based questions for low literacy, at-risk parents and their children aged six and older. (Author/LRW)
AN: EJ632238
AU: Jongsma,-Kathy
TI: Literacy Links between Home and School.
PY: 2001
SO: Reading-Teacher; v55 n1 p58-61 Sep 2001
DEM: *Family-Literacy; *Literacy-; *Writing-Instruction
DER: Elementary-Education; Media-Selection
AB: Focuses on materials that would be appropriate for use in campus after-school programs; in programs at neighborhood, community, or church resource centers; or in the home for family literacy. Discusses the value of creating literacy backpacks or writing suitcases that go back and forth between the home and the school. (SG)
AN: EJ626975
AU: Dever,-Martha-T.
TI: Family Literacy Bags: A Vehicle for Parent Involvement and Education. Issues in Education.
PY: 2001
SO: Journal-of-Early-Education-and-Family-Review; v8 n4 p17-28 Mar-Apr 2001
DEM: *Family-Literacy; *Literacy-; *Parent-Participation; *Parents-; *Reading-Programs
DER: Early-Childhood-Education; Literacy-Education; Parent-Education; Program-Descriptions; Reading-Materials
AB: Describes the Family Literacy Bags program, objectives of which include engaging parents and children in reading and emphasizing parent education by providing instruction on effective ways to support literacy development. Offers recommendations for program implementation and improvement. Notes that the program has been a success and has continued to grow and develop. Also provides funding ideas for implementation. (SD)
AN: EJ626250
AU: Meoli,-Paula-L.
TI: Family Stories Night: Celebrating Culture and Community.
PY: 2001
SO: Reading-Teacher; v54 n8 p746-47 May 2001
NT: Theme: Embracing Pluralism Worldwide, Part 2. Classrooms in the U.S.
DEM: *Bilingualism-; *Cultural-Pluralism; *English-Second-Language; *Family-Literacy; *Family-School-Relationship
DER: Elementary-Education
AB: Describes a program where each family shares a story in its native language and the children then provide an English translation when the original was a language other than English. Concludes with the hope that through fostering relationships with students and their families, all can benefit from the merging of the school and home cultures. (SG)
AN: ED453369
AU: Seaman,-Don-F.; Hoffman,-Victoria; Chen,-Chia-Yin; Dunn,-Yvette-T.
TI: Families First Family Literacy Project Annual Report, 2000.
CS: Texas A and M Univ., College Station. Texas Center for Adult Literacy and Learning.
PY: 2001
NT: Other institutions involved in the project were The Center for Improving the Readiness of Children for Learning and Education (CIRCLE), University of Texas at Houston, and The Texas Family Literacy Center, University of Texas at Austin.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED453369
DEM: *Evaluation-Criteria; *Evaluation-Methods; *Evaluation-Utilization; *Family-Literacy; *Student-Evaluation
DER: Accountability-; Measures-Individuals; Preschool-Education; Program-Evaluation; Program-Improvement; Statewide-Planning; Test-Selection
AB: The Texas "Families First" project was started to accomplish the following: (1) strengthen the capacity of local family literacy projects to design, support, and administer high quality programs by leveraging resources from several agencies in the state; and (2) finalize the indicators of program quality (IPQs) in early childhood education for Even Start family literacy programs. The three institutions of higher education involved in the project during the first year identified instruments for assessment in early childhood education and provided opportunities for staff in Head Start and Even Start programs to learn to use the instruments and to conduct follow-up meetings with Even Start programs. Findings from the meetings included the following: (1) only 51 percent of Even Start programs were represented at the focus group meetings; (2) although participants learned a great deal about the instruments, they did not feel they were able to administer them properly without more training; (3) three assessments were identified as used most often in Even Start; (4) participants identified strengths and weaknesses for the five instruments demonstrated in the training meetings; and (5) some programs plan to add at least one of the instruments to their assessment package. Recommendations were made for improvements in the timing of assessment training, cost of assessment instruments, standardization of assessment across the state, program accountability, input from early childhood specialists in the development of the IPQs, accountability based upon factors beyond a local program's control, and standardization versus the unique needs of each program. (KC)
AN: ED451403
AU: Levesque,-Jeri; Hinton,-Karen
TI: Show Me Family Literacy! Missouri's Guide for Establishing Family Literacy Programs.
CS: LIFT-Missouri, St. Ann.
PY: 2001
AV: LIFT-Missouri, 500 Northwest Plaza, Suite 601, St. Ann, MO 63074. Tel: 314-291-4443; Tel: 800-729-4443 (Toll Free); Fax: 314-291-7385; Web site: http://www.lift-missouri.org.
NT: Funded through an Even Start Family Literacy Initiative Grant.
PR: EDRS Price MF01/PC05 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED451403
DEM: *Family-Literacy; *Family-Programs; *Literacy-Education; *Program-Implementation; *Reading-Instruction
DER: Adult-Basic-Education; Basic-Skills; Check-Lists; Community-Programs; Community-Resources; Early-Childhood-Education; Educational-Resources; Guidelines-; Parenthood-Education; Parents-as-Teachers; Program-Development; Program-Evaluation; State-Programs
AB: This guide is designed to lead program planners through the course of building and implementing a family literacy program. It provides planning teams with an orientation to a four-component model of family literacy, community resources, planning strategies, examples of programs in Missouri, recent research findings, case study vignettes, and checklists for designing quality programs that achieve their intended goals. The 11 chapters of the program are organized in four parts. Following a glossary, Part One provides a conceptual framework for family literacy programs, including background on family literacy, the Even Start family literacy program, and program planning. Part Two examines these four components of family literacy: adult literacy education, early childhood education, parenting education, and parent and child together time. Part Three offers ideas for program operation and evaluation, including how to establish a home base and a program evaluation process. Part Four contains a chapter listing resources for assistance with program components, related World Wide Web sites, Missouri organizations and foundations, and a list of 21 references. (KC)
AN: ED450404
AU: Smith,-Carl-B.
TI: Choosing Books for Children, Ages 12 to 14.
CS: ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN.; Family Learning Association, Bloomington, IN.
PY: 2001
AV: ERIC Clearinghouse on Reading, English, and Communication, Indiana University, 2805 E. 10th Street, Suite 140, Bloomington, IN 47408-2698; Web site: http://reading.indiana.edu/.
NT: For related books in the series, see CS 217 447-449.
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED450404
DEM: *Adolescent-Literature; *Books-; *Childrens-Literature; *Family-Literacy; *Reading-Material-Selection; *Reading-Materials
DER: Junior-High-School-Students; Junior-High-Schools; Parent-Child-Relationship; Reading-Aloud-to-Others
AB: This book is part of a series that helps parents choose books for their children and talk with them about books in ways that actively engage children with the meaning on the printed page. The introduction notes that it is important for parents to continue sharing books with their children at this age (12 to 14 years). The first chapter, "Reading and Sharing with Children, Ages 12-14," discusses read-aloud strategies and conversation starters. It also offers suggestions for active listening, and offers guidelines for friendly book-sharing conversations. The next chapter, "Choosing Books for Children, Ages 12-14," suggests and describes 13 books that match the developmental characteristics of readers at this age. It organizes them according to mythical journeys, adolescent curiosity, moral dilemmas, and relationships. The next chapter, "Writing: Another Way of Sharing," describes enjoyable activities that can make the reading partnership more pleasurable, using writing to share ideas. It describes keeping a journal, keeping a dialogue journal, outlines other writing activities, and describes briefly 13 books that can serve as great writing models for children. The final chapter describes 14 books on sensitive issues. A Conclusion reviews the most important points. (SR)
AN: ED450403
AU: Smith,-Carl-B.
TI: Choosing Books for Children, Ages 8 to 11.
CS: ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN.; Family Learning Association, Bloomington, IN.
PY: 2001
AV: ERIC Clearinghouse on Reading, English, and Communication, Indiana University, 2805 E. 10th Street, Suite 140, Bloomington, IN 47408-2698; Web site: http://reading.indiana.edu/.
NT: For related books in the series, see CE 217 447-450.
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED450403
DEM: *Books-; *Childrens-Literature; *Family-Literacy; *Reading-Aloud-to-Others; *Reading-Material-Selection; *Reading-Materials
DER: Elementary-Education; Parent-Child-Relationship
AB: This book is part of a series that helps parents choose books for their children and talk with them about books in ways that actively engage children with the meaning on the printed page. The introduction, "Getting Started," notes that it is important for parents to continue sharing books with their children at this age. The first chapter, "Reading and Sharing with Children, Ages 8 & 9," offers guidelines for reading aloud and for book-sharing conversations, and discusses read-aloud strategies and conversation starters. The next chapter, "Choosing Books for Children, Ages 8 & 9," suggests and describes 17 books that match the developmental characteristics of readers at this age. It organizes them according to getting your child's attention, sharing with other children, identifying with characters, and reading favorite authors. The following chapter, "Reading and Sharing with Children, Ages 10 & 11," discusses read-aloud strategies and conversation starters. It is followed by "Choosing Books for Children, Ages 10 & 11," which suggests and describes 30 books that meet children's developmental needs and that might fit their new, broadening interests. The next chapter describes 15 books on sensitive issues. A Conclusion reviews the most important points. (SR)
AN: ED450402
AU: Smith,-Carl-B.
TI: Choosing Books for Children, Ages 3-7.
CS: Family Learning Association, Bloomington, IN.; ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN.
PY: 2001
AV: ERIC Clearinghouse on Reading, English, and Communication, Indiana University, 2805 E. 10th Street, Suite 140, Bloomington, IN 47408-2698; Web site: http://reading.indiana.edu/.
NT: For related books in the series, see CS 217 447-450.
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED450402
DEM: *Childrens-Literature; *Emergent-Literacy; *Family-Literacy; *Reading-Aloud-to-Others; *Reading-Material-Selection; *Reading-Materials
DER: Early-Childhood-Education; Parent-Child-Relationship; Reading-Interests
AB: This book is part of a series that helps parents choose books for their children and talk with them about books in ways that actively engage children with the meaning on the printed page. The Introduction discusses children's natural development and how it affects their reading interests and behaviors. The first chapter, "Reading and Sharing with Children, Ages 3 to 5," discusses read-aloud strategies and conversation starters. The next chapter, "Choosing Books for Children, Ages 3 to 5," suggests and describes 18 books that match the developmental characteristics of beginning readers. It organizes them according to a sense of time, the child's main interest, everyday experiences, a world of make-believe, and taking the initiative. The following chapter, "Reading and Sharing with Children, Ages 6 and 7," discusses read-aloud strategies, conversation starters, and creating empathy. It is followed by "Choosing Books for Children, Ages 6 and 7," which suggests and describes 32 books that meet children's developmental needs and that might fit their new, broadening interests. The next chapter describes 19 books on sensitive issues. A Conclusion reviews the most important points. (SR)
AN: EJ626161
AU: Palmer,-Barbara-C.; Leiste,-Sara-Marie; James,-Kim-D.; Ellis,-Shirley-M.
TI: The Role of Storytelling in Effective Family Literacy Programs.
PY: 2000
SO: Reading-Horizons; v41 n2 p93-103 2000
DEM: *Cultural-Differences; *Family-Literacy; *Program-Effectiveness; *Story-Telling
DER: Elementary-Secondary-Education; Higher-Education; Parents-as-Teachers
AB: Notes how the family literacy movement, which emphasizes respect for diversity and the cultural heritage of participants, is gaining momentum. Considers how the art of storytelling provides an excellent vehicle for promoting and enhancing language and literacy development within families. (SG)
AN: ED453368
AU: Seaman,-Don-F.
TI: Effects of Selected Even Start Family Literacy Programs in Texas on Participating Children and Parents.
PY: 2000
NT: Paper presented at the National Even Start Association Conference (6th, San Diego, CA, October 22-25, 2000).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED453368
DEM: *Family-Literacy; *Literacy-Education; *Outcomes-of-Education; *Parent-Education; *Program-Effectiveness
DER: Adult-Literacy; Compliance-Legal; Evaluation-Methods; Family-School-Relationship; Federal-Legislation; Individual-Development; Parent-Child-Relationship; Preschool-Education; Program-Evaluation; Program-Improvement; Research-Methodology; Statewide-Planning
AB: Even Start family literacy programs in Texas were evaluated by outside evaluators. Data were gathered from two groups. The first group consisted of 631 families who were enrolled in 11 Even Start programs in Texas during the 1998-99 and 1999-2000 program years. A survey, in English or Spanish, was administered to all parents in attendance on two days in late spring and academic gains were measured by standardized tests. The second group consisted of 582 families who had exited the same Even Start programs during the 1996-1999 program years. From this second group, about 25 families per program were contacted for data. Some of the findings of the study were the following: (1) parents have definite goals when enrolling in Even Start; (2) parents learn about Even Start from a variety of sources; (3) parents in Even Start increase their reading and writing activities and their academic abilities; (4) participating in Even Start increases the amount of time parents read to their children, help their children with learning activities, and spend with their children's teacher; (5) children in Even Start increase their academic abilities and improve in school; (6) parents are more likely to become employed after participating in Even Start programs; (7) parents in Even Start programs believe they have become good role models for their children; (8) parents who participate in Even Start programs become better consumers; and (9) families who participate in Even Start become more involved in their communities, become healthier, and feel more in control of their lives. (Contains 20 tables.) (KC)
AN: ED452382
AU: Haggart,-Jeanne
TI: Learning Legacies: A Guide to Family Learning.
CS: National Inst. of Adult Continuing Education, Leicester (England).
PY: 2000
AV: National Institute of Adult Continuing Education, 21 De Montfort Street, Leicester LE1 7GE, United Kingdom (7.95 British pounds). Web site: http://www.niace.org.uk.
NT: Support provided by the Lloyds TSB Foundation.
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DL: http://www.edrs.com/members/sp.cfm?AN=ED452382
DEM: *Family-Literacy; *Family-Role; *Family-School-Relationship; *Parent-Education; *Parents-as-Teachers; *Program-Development
DER: Adult-Education; Educational-Quality; Financial-Support; Foreign-Countries; Intergenerational-Programs; Lifelong-Learning; Needs-Assessment; Partnerships-in-Education; Program-Improvement
AB: This guide aims to provide a practical and comprehensive overview for United Kingdom parents and professionals wanting to support family learning at any level--community, local, regional, or national. Part 1 sets out the case for family learning today. Chapter 1 defines family learning and explains the fundamental principles underpinning it. Chapter 2 explains why family learning matters by looking at the evidence of recent research and the current context in which it is developing. Part 2 examines several approaches to family learning. Chapter 3 looks at some key features and models of parenting education. Chapter 4 looks at supporting preschool family learning. Chapter 5 examines the notion of "partnership" between parents and schools and describes practical strategies for working together. Chapter 6 looks at family learning about work; progression to training and employment opportunities; and employers' support for family learning. Part 3 discusses operational and strategic matters that contribute to good practice. Chapter 7 suggests one get underway by assessing needs and over time put effective partnerships and policies in place. Chapter 8 addresses key issues in getting resources to keep family learning going. Chapter 9 looks at how to improve delivery of family learning. An opportunity to take stock and look ahead forms the conclusion (Chapter 10) in Part 4. A chart of useful contacts and 81-item bibliography are appended. (YLB)
AN: ED450945
TI: Connecting Families and Work: Family Literacy Bridges the Gap.
CS: National Center for Family Literacy, Louisville, KY.
PY: 2000
AV: National Center for Family Literacy, Attention: Publications, 325 West Main Street, Suite 200, Louisville, KY 40202-4251; Tel: 502-584-1133; Fax: 502-584-0172; Web site: http://www.famlit.org ($5).
NT: Sponsored by Toyota Motor North America, Inc., and the UPS Foundation.
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DEM: *Employed-Parents; *Family-Literacy; *Family-Programs; *Family-Work-Relationship
DER: Change-Strategies; Early-Childhood-Education; Family-Sociological-Unit; Parent-Education; Program-Descriptions; Program-Effectiveness; Vocational-Education
AB: Noting that the need for basic skills education among the current labor force cannot be easily met by vocational training alone, this booklet presents the case for family literacy education to improve the skills of unemployed workers and describes the work of the National Center for Family Literacy (NCFL). Family literacy is defined as having four components: (1) adult education; (2) parent time; (3) children's education; and (4) parent and child together time. The booklet argues that family literacy has been shown to be an effective strategy for helping families gain self-sufficiency and presents findings from NCFL research comparing the effectiveness of family literacy programs with that of adult or early childhood education programs delivered in isolation. Further, the booklet discusses how family literacy programs are becoming more work-focused and more infused with practical work experiences to increase their effectiveness for families leaving welfare for work and presents results of studies supporting the work-literacy connection. Descriptions from various family literacy programs across the country highlight how these programs are working to provide outcomes that sustain families and meet the needs of today's employers. The booklet concludes by asserting that family literacy is a welfare-to-work strategy that focuses on strengthening the family unit while helping parents become economically stable. (KB)
AN: EJ616175
AU: Jordan,-Gail-E.; Snow,-Catherine-E.; Porche,-Michelle-V.
TI: Project EASE: The Effect of a Family Literacy Project on Kindergarten Students' Early Literacy Skills.
PY: 2000
SO: Reading-Research-Quarterly; v35 n4 p524-46 Oct-Dec 2000
DEM: *Emergent-Literacy; *Family-Literacy; *Parent-Participation; *Parent-Student-Relationship; *Program-Effectiveness
DER: Beginning-Reading; Kindergarten-; Kindergarten-Children; Primary-Education; Program-Descriptions
AB: Investigates effectiveness of the Project Early Access to Success in Education, which includes parent education sessions on assisting their children's developing literacy abilities, at-school parent/child activities, and at-home book-mediated activities. Finds improvement in language skills, with a strong impact on the children who scored low at the pretest. Finds high levels of participation and high levels of satisfaction. (SR)
AN: ED447707
AU: Milam,-Claire; Martinez,-Laura
TI: Building Biliteracy through a Home-Reading Program, PK-2.
PY: 2000
NT: Paper presented at the Annual Meeting of the National Association of Bilingual Education (February 18, 2000).
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED447707
DEM: *Emergent-Literacy; *English-Second-Language; *Family-English-Literacy; *Family-Environment; *Parent-Participation
DER: Bilingualism-; Charts-; Grade-1; Grade-2; Individualized-Reading; Instructional-Materials; Kindergarten-; Literacy-Education; Preschool-Education; Primary-Education; Second-Language-Instruction; Second-Language-Learning
AB: This document describes in considerable detail how to promote literacy through a home-reading program for young children. It is asserted that literacy is an ongoing process that benefits from early home involvement of parents, and that parents need to be brought into the process early. A home-reading program based on a lending library is essential for some students as their homes may have few, if any, books, periodicals, or newspapers. Most of the document consists of a series of checklists for teachers to help them design and implement a home-reading program. Among the titles of these checklists include the following: "One Way To Arrange & Manage Books"; "Working With Caregivers"; and "How To Support the Reader." Also included are numerous bilingual (English and Spanish) handouts for families and children with titles such as: "Book Rules" and "Ten Reasons To Read Aloud to Your Child Regularly," and blank forms for book reports and homework logs. Diagrams, illustrations, and figures appear frequently throughout the text. (KFT)
AN: EJ612794
AU: Klassen-Endrizzi,-Charlene
TI: Exploring Our Literacy Beliefs with Families.
PY: 2000
SO: Language-Arts; v78 n1 p62-70 Sep 2000
NT: Theme: Pondering Purpose.
DEM: *Family-Literacy; *Parent-Attitudes; *Parent-Student-Relationship; *Reading-Attitudes; *Workshops-
DER: Elementary-Secondary-Education; Parent-Influence; Parent-Participation; Reading-Difficulties
AB: Describes a workshop for parents of children enrolled in a four-week summer reading program for struggling readers. Discusses parents' views about literacy, their questions about a singular instructional focus, and their situation in the larger literacy community. Notes that radical change did not occur during the program. Argues that parents need continuous support as they shift their thinking about reading. (SR)
AN: ED439895
AU: Meehan,-Merrill-L.; Walsh,-Sandra; Spring,-Janet; Swisher,-Angie; Lewis,-Harry
TI: Adult Literacy and Parenting Outcomes of a Rural, Home-Based Program.
CS: AEL, Inc., Charleston, WV.
PY: 2000
NT: Paper presented at Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED439895
DEM: *Adult-Basic-Education; *Family-Literacy; *Home-Programs; *Instructional-Material-Evaluation; *Parent-Education; *Program-Effectiveness
DER: Early-Childhood-Education; Family-School-Relationship; Low-Income; Outcomes-of-Education; Parent-Materials; Program-Evaluation; Rural-Education
AB: The Even Start Family Literacy Program is a national program designed to break the cycle of poverty and illiteracy by working with low-income families to improve adult literacy, parenting skills, and developmental and preschool readiness of young children in the family. The Monongalia County (West Virginia) Even Start Program is unusual in that home visits are the primary service delivery mechanism. A program evaluation during the 1997-98 program year determined the outcomes of the adult and parenting education components and evaluated the program's parenting education literacy materials. Thirteen adults were tested for adult education outcomes, and 32 were tested for parenting education outcomes. Results indicate that the program had some impact on parents' reading comprehension, moderate impact on parents' number operations, very large impact on parents' problem solving, and large impact on parents' total mathematics. The program had more impact in the mathematics area than in reading comprehension. The program had no impact on the adults' parenting efficacy, little impact on parental responsibility, some impact on parents' internal locus of control, and some impact on parents' self-esteem. The parenting education materials developed by program staff were found to be interesting, understandable, informative, and utilitarian, but poor in terms of attractiveness. Recommendations included implementing changes to increase reading comprehension, determining the reason for the low parenting efficacy outcomes, and improving the appearance of the parenting education materials. (Contains 22 references.) (TD)
AN: EJ612293
AU: Nord,-Christine-Windquist; Lennon,-Jean; Liu,-Baiming; Chandler,-Kathryn
TI: Home Literacy Activities and Signs of Children's Emerging Literacy: 1993 and 1999.
PY: 2000
SO: Education-Statistics-Quarterly; v2 n1 p19-27 Spr 2000
NT: Originally published as a Statistics in Brief report. For the entire issue, see TM 031 655.
DEM: *Children-; *Emergent-Literacy; *Family-Literacy; *Literacy-Education
DER: School-Readiness
AB: Provides information on family literacy activities and signs of children's emerging literacy. Uses data from the National Household Education Survey. Data show that families are helping their children get ready for school by engaging in literacy activities with them at home. (Author/SLD)
AN: EJ604856
AU: Landerholm,-Elizabeth
TI: Integration of Old and New Technology: Computers, Photography, and Video Technology in an Even Start Family Literacy Project.
PY: 1999
SO: School-Community-Journal; v9 n2 p85-97 Fall-Win 1999
DEM: *Educational-Benefits; *Educational-Technology; *Family-Literacy; *Federal-Programs; *Program-Effectiveness
DER: College-School-Cooperation; Computer-Software; Computer-Uses-in-Education; Early-Childhood-Education; Partnerships-in-Education; Photography-; Primary-Education; Urban-Schools
AB: McCosh Even Start, a federally funded family-literacy project located in a Chicago school, used older donated Apple computers, video technology, and photography to develop literacy and also to evaluate parents' and children's literacy progress. Older and newer technologies were successfully combined. (MLH)
AN: ED450418
AU: Lonigan,-Christopher-J.; Whitehurst,-Grover-J.
TI: Getting Ready To Read: Emergent Literacy and Family Literacy.
PY: 1998
AV: For full text: http://www.dr.sbs.sunysb.edu/pubs/evenstartchapter.html.
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED450418
DEM: *Beginning-Reading; *Emergent-Literacy; *Family-Literacy; *Student-Needs
DER: Early-Intervention; Literature-Reviews; Preschool-Education; Program-Evaluation; Reading-Readiness; Reading-Research
AB: A recent analysis of Even Start, the federal family literacy program, has concluded that the relative emphasis in many local programs has shifted too far toward background issues of family functioning and too far away from focused efforts to enhance literacy skills (Haslam, 1998). In keeping with this analysis, the time seems to be right for a renewed emphasis on children's literacy within family literacy programs. Noting that the last decade has seen an explosion of research in the development of reading in children and on the precursors within the preschool period of reading readiness which has provided fundamental insights into the nature of reading, this paper seeks to present a brief survey of this new knowledge base, with the particular aim of highlighting work that is relevant to family literacy programs. The paper focuses on examining research on emergent literacy and its components. The data examined indicate that there are a number of interventions for preschool and early grade school children that make a significant impact on the key emergent literacy skills of children. The paper then discusses policy implications for family literacy programs. Contains a figure and 167 references. (NKA)
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Other Resources (available either for sale or via interlibrary loan)
Title: Family literacy an annotated bibliography
Author: Wasik, Barbara Hanna
Year: 2000
Publisher: U.S. Dept. of Education
Title: Family literacy: easy ways for families to read and write together
Author: Ardis, Marcia
Year: 1999
Publisher: Glen Carbon, IL: Literacy Links
Title: Family literacy: annotated bibliography of resources
Author: Moar, Terrie
Year: 1998
Publisher: Winnipeg: Literacy Partners of Manitoba Resource Center
Title: Family literacy: young children learning to read and write
Author: Taylor, Denny
Year: 1998
Publisher: Portsmouth, NH: Heinemann
Title: Family literacy: getting started, 1995
Author: Butkus, Deborah L
Year: 1995
Publisher: Denver, CO: Office of Adult Education, Colorado Dept. of Education
Title: Family literacy: parents as partners
Author: Perkins, Pamela
Year: 1995
Publisher: Westminster, CA: Teacher Created Materials
Title: Family literacy: a world movement
Author: Sticht, Thomas G
Year: 1994
Publisher: Paris, France: UNESCO
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