Family Literacy: The Missing Link to School-Wide Literacy Efforts (original) (raw)
Related papers
Cambridge Journal of Education
This paper is based on a large study of family literacy provision in England, which was carried out between July 2013 and May 2015. It explored the impact of classes on parents' relations with the school and their children, and their ability to support their children's literacy development. The study involved 27 school-based programmes for pupils aged between 5 and 7, and their parents. It used mixed methods, which involved surveys of 118 parents and 20 family literacy tutors, telephone interviews with a sub-sample of 28 parents, analysis of teaching plans and observations of classes. Findings showed that parents wanted to learn the ways the school was teaching their child to read and write, and by demystifying school literacy pedagogies and processes, the programmes developed greater connectivity between home and the school, and parents felt more able to support their children's literacy development at home.
A Family Literacy Approach In A Second Grade Classroom
2017
Term Spring 2017 Capstone Thesis Degree Name MALED Primary Advisor/Dissertation Chair Karen Moroz Secondary Advisor/Reader One Paula Seaman Peer-Reviewer/Reader Two Julie Landau Abstract The research question addressed in this project was, how does a family literacy approach affect students reading comprehension growth in a second grade classroom? It documents one teacher’s creation of a before and after school family literacy program. The family literacy program focused on teaching students and families explicit reading comprehension strategies that were being used in the classroom. The author documents the research analyzed that led to the creation of a family literacy program based on the parent involvement family literacy model. The author describes the implementation of the program and concludes that: 1) using a family literacy approach had no effect on reading comprehension growth based on the small sample size and the inability to regulate outlier scores; 2) further study is ...
Portraits of Literacy Across Families, Communities, and Schools
Portraits of Literacy Across Families, Communities, and Schools, 2005
Portraits of Literacy Across Families, Communities, and Schools: Intersections and Tensions Designed to stimulate debate and critical thinking and to draw readers' attention to the ideological nature of literacy education across a broad range of literacy contexts, this book crosses traditional boundaries between the study of family, community, and school literacies to offer a unique global perspective on multiple literacies, from theory to case studies of various settings. These examples suggest ways that literacy practices should be created by simultaneously shaping relationships and identity, and by privileging particular literacy practices in particular situations. The dialogue within the book among chapter authors writing across traditionally distinct fields highlights the interconnections among diverse literacy sites and stimulates the pursuit of a more integrated and interdisciplinary approach to literacy education. The critical and dialogic approach serves to challenge and extend many conventional notions surrounding literacy education in communities, schools, and families. Portraits of Literacy Across Families, Communities, and Schools: Intersections and Tensions is particularly relevant for scholars and students in the area of literacy, broadly speaking, including family literacy, community literacy, adult literacy, critical language studies, multiliteracies, youth literacy, English as a second language, language and social policy, and global literacy. Additionally, the inclusion of studies derived from a variety of research methods and designs makes this is a useful text in research methodology courses that aim to present and analyze real-life examples of literacy research designs and methods.
2001
The family is the beginning point for the development of human resources within a culture. Families provide an intergenerational transfer of language, culture, thought, values, and attitudes throughout the formative years of their children's lives. Families help children construct meaning about life, culture, language, learning, and literacy.
All in the family: Connecting home and school with family literacy
Early Childhood Education Journal, 2006
Family literacy has come of age during the past quarter of a century. This article provides a brief review of family literacy history and components. Pedagogical implications for teachers of primary grade students are considered, and suggestions given for increasing home-school literacy involvement through the following types of initiatives: sharing information, increasing access to materials, and implementing strategies that invite family involvement.
2021
Family Literacies demonstrates, through reference to empirical research, how shared reading practices operate in a wide range of families, with a view to supporting families in reading with their preschool children. At the heart of this book, written by two highly experienced experts in the field, is a fascinating project that captured diverse voices and experiences by parents, children and other family members. Rachael Levy and Mel Hall deploy a rich and distinctive theoretical framework, drawing on insights from literacy studies, education and sociology. Family Literacies presents an account of shared reading practices in homes, focusing attention on what motivates parents to read with their children as well as revealing what parents may need if they are to begin and sustain shared reading activity. The authors show the many ways in which reading is centrally embedded in many aspects of family life, arguing that this has particular implications for children as they start school. Situated within a socio-cultural discourse, this book explains why it is important to understand how and why shared reading takes place in homes so that all families can be supported in reading with their children. Family Literacies is essential reading for all those who are studying and researching literacy practices, especially those involving young children. The book will also be of value to students, practitioners and researchers in education and applied linguistics who are working with families and have an interest in the study of family practices. The authors' findings have major implications for how parents can be encouraged to develop positive reading relationships with their children.