ERIC Number: ED398551
Record Type: RIE
Publication Date: 1996
Parent, Teacher, and Child Participation in a Collaborative Family Literacy Program: The Effects on Attitude, Motivation, and Literacy Achievement. Reading Research Report No. 64.
Morrow, Lesley Mandel; Young, John
A family literacy program was designed to bridge home and school literacy contexts by involving parents and children in developmentally appropriate and culturally sensitive literacy activities. The program's purpose was to enhance children's achievement and interest in reading and writing. The family program was a mirror image of a literature-based school program which included literacy centers in classrooms, teacher-modeled literature activities, and writing and reading appreciation periods called "WRAP (Writing and Reading Appreciation) Time" when children choose with whom to work and in which literacy activities to engage. The home program had similar features to the school program: engaging parents and children in storybook reading, recording words from the environment, writing journals, engaging in storytelling, and using "Highlights for Children" magazine as a home-school connection literacy material. Parent meetings were held monthly with children to share ideas, find out what parents and children wanted to learn, and to give them the opportunity to work and learn together. The program was carried out in an inner-city school district, with mostly African-American and Latino families. Children were in grades 1-3. Pre- and posttests were administered to determine growth in achievement and interest in reading. Achievement and motivation data demonstrated a significant difference in favor of the children in the family program. Success was attributed to the collaboration and shaping of the program by parents and teachers in an atmosphere of mutual respect. (Contains 20 references, and 3 tables and 1 figure of data. An appendix lists storybooks used for testing.) (Author/RS)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD.
Grant or Contract Numbers: N/A