Family Literacy Programs: Where Have They Come from and Where Are They Going?

Abstract

Family literacy programs in North America and the United Kingdom have enjoyed widespread public and political support. Thousands of initiatives following a variety of models currently operate under the spectrum of family literacy programs. In this paper, the influence of learning theories, the research on children's early literacy development, and the sociopolitical context with gave rise to the intervention movement, will be reviewed with respect to their impact on current models of family literacy programs. The research on program evaluation is also considered, and is related to current practice and future directions in family literacy programming. Keywords family literacy, early literacy, parent involvement, early intervention Theoretical Perspectives on Human DevelopmentCognitive and social constructive theories of intelligence and learning that emerged in the 1950s challenged the maturational and behavioral perspectives of learning theory advanced in earlier decades. These new theories would, in the emerging sociopolitical context, prove to have potent effects on the practice of educating young children. Teale and Sulzby (1986) argue that the impetus for this "cognitive revolution" was the research on the cognitive development of children by Jerome Bruner and his colleagues at the newly established Center for Cognitive Studies at Harvard University. Bruner (1960) advanced the view of the child as both active and capable in advancing their own learning. The work of other researchers at this time complemented the constructivist emphasis of Bruner's work, and highlighted the importance of early experiences. Hunt (1961) rejected the maturationists' notion of the immutability of intelligence and called for a consideration of environmental factors in children's developmental trajectories. Bloom's (1964) work bolstered Hunt's position that the environment

The Effect of Parental Status and Domestic Possessions on Reading Literacy of Indonesian Student

“…This finding could be illuminated by the ideas of the Bronfenbrenner ecological theory which suggested that schools and homes could not be separated, and mutually influenced each other [8,12]. He viewed the family as the most effective and economic system for fostering and sustaining child development [8,26]. Bronfenbrenner argued that, even though the family was the main context in which human development took place, it was only one of several settings in which the process of development could and did occur.…”

Designing and Implementing a Family Literacy Program Through Smartphones: How Does Recruitment Method Influence Uptake and Attrition?

“…The review of FLP evaluation studies by Carpentieri et al (2011) and a meta-analysis of FLP studies by Sénéchal and Young (2008) have concluded that overall children's literacy learning is enhanced through family engagement in such programs. Evidence suggests the relationship between program design features and program effects are seldom included in evaluations of FLPs, yet may provide insight into varied results, as well informing future program development (de la Rie et al, 2017;Doyle, 2012). Indeed, de la Rie et al (2017) argue that while the ways in which FLPs are delivered, received and enacted influence program effectiveness, "…systematic information on program implementation is lacking" (p. 6).…”

“…Indeed, de la Rie et al (2017) argue that while the ways in which FLPs are delivered, received and enacted influence program effectiveness, "…systematic information on program implementation is lacking" (p. 6). Research also suggests that one of the most important aspects of implementation is the method of recruitment/retention, particularly for families identified as being at risk (Doyle, 2012;Garcia & Hasson, 2004).…”

Erken Okuryazarlık Becerilerine Yönelik Dil Destek Çalışmalarında Ailelerin Tercihleri

“…Ne var ki dil becerilerini destekleyici bir ev ortamının toplumun genelinde düşük olduğu ve aslında sosyoekonomik düzey fark etmeksizin tüm okulöncesi dönem çocuklarının sistematik müdahalelere ihtiyaç duyabileceği de vurgulanmaktadır (Ergül, Dolunay Sarıca, Akoğlu ve Karaman, 2017). Dolayısıyla düşük gelir veya eğitim düzeyindeki riskli gruplar için hazırlanan yoğun müdahale programlarının yanı sıra herhangi bir risk grubunu hedeflemeden, aileleri çocuklarının dil rehberi olarak tanımlayan evrensel nitelikli programlar da yaygınlaşmaktadır (Doyle, 2012).…”

“…Ailelerin okulöncesi dönemde çocuklarının erken okuryazarlık becerilerini desteklemek için ne tür programlara katılabileceklerinin, bu programlardan neler beklediklerinin ve onları engelleyen durumların anlaşılmasıyla çocukların dil becerilerini destekleyen ve etkili olan eğitsel çalışmalar geliştirilebilecektir. Nitekim aile okuryazarlığı kavramı ile temellendirilen bu tür çalışmalarda ailelerin katılımını belirleyen unsurların (Doyle, 2012;Doyle ve Zhang, 2011) yanı sıra aileler ve çocukların erken okuryazarlık konusundaki etkinlikleri nasıl uyguladıklarının ve mevcut ev ortamlarına bunları nasıl adapte ettiklerinin incelenmesi önerilmektedir (Van Steensel vd, 2011). Bu bağlamda, erken okuryazarlığa yönelik dil destek programlarında ailelerin "ne" yapmak istediklerinin ve bu çalışmaları "nasıl" yapabileceklerinin incelenmesi alanyazına katkı sağlayabilir.…”