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ERIC Number: EJ933545
Record Type: Journal
Publication Date: 2011-Aug
Pages: 11
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-1082-3301
Participation Structure Impacts on Parent Engagement in Family Literacy Programs
Doyle, Antoinette; Zhang, Jing
Early Childhood Education Journal, v39 n3 p223-233 Aug 2011
Intervention programs to improve the educational outcomes of young children have become increasingly popular. Studies suggest that family literacy programs involving parents can result in positive effects on children's language and literacy development. Issues continue to arise, however, regarding the recruitment and retention of families. One component of program design--participation structure--focuses on who is intended to be the direct or indirect recipient of programming. The relationships between participation structure and the recruitment/retention of families, however, has not been well understood. In this study, parents participated in one of two family literacy program models with varying participation structures--one in which parents attended with their children, the other in which parents attended alone. The purpose of this study was to identify parents' motivations for participating the program, their expectations of what the program would entail, and their reasons for remaining in the program. Focus groups and written questionnaires were used to gather the data. The findings of the study and implications for practice are discussed.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A