Community-Based Family Literacy Program: Comparing Different Durations and Family Characteristics

Abstract

The current study investigated the influence of the community-based family literacy program on parent's and children's engagement in family reading practices and language/literacy activities at home. Parent's and children's engagement in family reading practices and language/literacy activities based on different family characteristics and the lengths of program attended were compared. Six-week and four-week Family Storyteller Program for Preschoolers series were taught between 2013 and 2015. Three hundred seventy-five parents completed both presurveys and postsurveys. Parents showed promising results in enhancing parents' and child's engagement in family reading practices and language/literacy activities at home after participating in the intervention. It was also found that durations of the program and family characteristics were correlated to different outcomes.

The role of family literacy classes in demystifying school literacies and developing closer parent–school relations

“…An ever expanding body of international research continues to show that family literacy programmes are a highly effective way of improving children's literacy skills and levels of attainment, enriching family relations, developing levels of social and cultural capital and fostering closer home-school relations (see for example, BIS, 2014;Brooks, Gorman, Harman, Hutchison, & Wilkin, 1996;Brooks et al, 1997;Brooks, Pahl, Pollard, & Rees, 2008;Carpentieri, Fairfax-Cholmeley, Litster, & Vorhaus, 2011;Kim & Byinton, 2016;NALA, 2010;NIACE, 2013;See & Gorard, 2015;Swain, Welby, Brooks, Bosley, Frumkin, Fairfax-Cholmeley, Pérez, & Cara, 2009;Van Steensel, McElvany, Kurvers, & Herppich, 2011;Terlitsky & and Wilkins, 2015)). This paper is based on a large study of family literacy provision in England: it explores parents' [1] motivations for joining programmes, discusses different models of pedagogy, and demonstrates family literacy's positive impact on a series of parental relationships, particularly with the school and their children.…”

Effective Strategies for Promoting Foundational Literacy and Numeracy in Early Childhood Education

“…For example, Gross et al (2020) discovered that family engagement in early literacy activities improved children's reading abilities. Another research, conducted by Kim and Byington (2016), showed that community-based programs that provided children with access to books and literacy tools improved their literacy abilities.…”

Mapping of Family and Cultural Literacy in Families

“…The program for improving family literacy skills can begin with parents exchanging reading resources when their children enter the kindergarten level. Previous studies have shown a correlation between the number of books at home and the frequency of children to read [17]. Therefore, parents has important roles to encourage 3rd ICTVET 2018 their children's literacy skills starting from increased reading activity from themselves.…”

“…Family is the main focus for intervention [17]. In line, ecological system theory explains that human development occurs when there is interaction in a context such as school, home, or workplace [17].…”

“…Family is the main focus for intervention [17]. In line, ecological system theory explains that human development occurs when there is interaction in a context such as school, home, or workplace [17]. Fundamentally, Bronfenbrenner theory proposed also states that an intervention program focused on the family can maximize family life and parental facilities in improving the development of children's abilities.…”