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ERIC Number: ED333166
Record Type: RIE
Publication Date: 1991-Apr-3
Pages: 25
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Typology of Family and Intergenerational Literacy Programs: Implications for Evaluation.
Nickse, Ruth S.
More than 500 intergenerational literacy programs exist in the United States, yet the idea is untested and it is difficult to identify and classify these programs. A typology identifies and classifies programs by key components and provides examples of each type. A typology, useful to practitioners, helps in planning programs, discussing them, and in training staff. Four generic program types have different program goals and characteristics: (1) parent/child--goal is positive, long-term family intervention; (2) adult/child--goal is supplementary, for skill building and enjoyment; (3) adult alone--goal is parent education; and (4) child alone--goal is supplementary, school-related literacy improvement for children. Each lends itself to levels of evaluation: (1) preimplementation (needs assessment); (2) accountability (program documentation); (3) program clarification (formative evaluation); (4) progress toward objectives; and (5) program impact. At the program level several factors must be considered--program design, implementation, and outcomes. In addition, at the participant level, many factors must be considered--demographic information, literacy skills, environment, attitude, parent/child interactions, child personal characteristics/achievements, parent personal characteristics/achievements, family characteristics, support and resources, and parenting behavior and attitudes. (NLA)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3, 1991).