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ERIC Number: ED356033
Record Type: Non-Journal
Publication Date: 1992-Nov
Pages: 22
Abstractor: N/A
Reference Count: N/A
Breaking Down the Barriers: Parents as Community Tutors in Literacy.
Cairney, Trevor H.; Munsie, Lynne
This paper describes The Talk to a Literacy Learner (TTALL) program, which was designed to introduce parents to a broad range of literacy practices, and to offer parents an effective way to talk with other parents about specific literacy practices that have helped empower their children to cope more effectively with the demands of schooling. The TTALL project strives to raise parental participation in the literacy activities of their children, change the nature of parents' interactions with their children as they read and write, train community resource people, raise community expectations concerning literacy and education, and serve as a catalyst for a variety of community-based literacy initiatives. Stage 1 of the 3-stage program involves identifying and working with parents to enable them to interact more effectively with their own children (aged 1-12 years) as they engage in literacy and requires parental attendance at 16 workshops, each 2 hours in length, over an 8-week period. A total of 25 parents and their 34 children took part in the first TTALL program. A further 75 students served as control subjects. An evaluation of stage 1 of the program revealed nine major ways that TTALL impacted parental knowledge, parent-child relationships, and student literacy performance. Stage 2 involves additional workshops for parents in stage 1. The content of the stage 2 program consisted of 12 workshops presented in a similar way to those in stage 1. Stage 3 involves training of selected parents from stage 2 to act as community tutors. The Community Tutor Program, which was designed as a vehicle to enable parents to share their insights with one another, is described. (Contains 19 references.) (SM)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia