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ERIC Number: ED408380
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 8
Abstractor: N/A
Reference Count: N/A
Problematizing Family Literacy: Lessons Learned from a Community-Based Tutorial Program for Low-Income Latino Families.
Kermani, Hengameh; Janes, Helena A.
The research project described in this paper represents an effort to consider family literacy as an evolving and problematic issue and to study participants' resistance to or misunderstanding of program goals. The project began as an intervention designed to address the increasing number of low-income children entering school without fundamental preliteracy skills. The main objectives initially were to train undergraduate students through an early literacy/biliteracy instruction course to tutor low-income parents in storybook reading strategies with their children and to teach parents from publicly funded preschools to interact with their children to enhance language development and prereading abilities. Fifty undergraduates participated as tutors, and over 180 Latino families with preschool children participated over 3 years. Tutors gave families instruction in scaffolded questioning strategies while reading or looking at storybooks with children. In the second and third years, the program evolved by adding evaluation features and providing books for participants. Parents were also encouraged to discuss family literacy in group sessions and to create their own goals and materials. Results for the first year were only marginally successful, and the attrition rate was high. Greatly improved retention and unsolicited enrollment figures showed that parents responded much more positively to the restructured program of the second and third years. They were particularly appreciative of the group approach. (SLD)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A