A family literacy program connecting school and home: Effects on attitude, motivation, and literacy achievement.

Abstract

This study connected home and school literacy contexts by involving parents in developmentally appropriate and culturally sensitive literacy activities with their children. The purpose of the program was to enhance children's achievement and interest in literacy. The family program was similar to a literature-based school program that included classroom Literacy centers, teacher-modeled literature activities, and literacy center time. Meetings were held monthly, with parents, teachers, and children all working together. The program was in an inner-city school district including African American and Latino families. There were 56 children in 1st through 3rd grades (28 in the experimental group and 28 in the control). Preand posttest data determined achievement and motivation differences favoring the children in the family program.A child's success in school literacy programs often depends on the experiences he or she has at home; consequently, there have been many efforts to understand powerftil home-school literacy connections. For example, when parents from diverse backgrounds are helped to communicate with school personnel, they can collaborate with teachers to contribute to children's growth (Casanova, 1987;Chavkin & Williams, 1994). An overarching conception of home-school connection motivating the present work was the possibility of providing home-school literacy connection programs that are sensitive to diverse cultures by using the resources already within the family. We also wanted to provide additional strategies for parents to help their children. We hoped to design a program that included reciprocity, equality, and respect between those involved (Hale, 1982).A program was created to heighten the awareness of parents, children, and teachers concerning the importance of the role they all play together in the literacy development of children. We were interested in the effects of this family literacy program on enhancing children's achievement and motivation to read and write, as well as on parents' and teachers' interests and attitudes about literacy development.The treatment carried out in this study for teachers, parents, and children included the design of rich literacy

Assessing the Impact of Family Coaching on Parental Attitudes and Behaviors

“…Several targeted models have been developed to increase student achievement and family involvement (Callahan, Rademacher, & Hildreth, 1998;Colgan 2002;Jordan, Snow, & Porche, 2000;Morrow & Young, 1997). There are several differences between the comprehensive and targeted models.…”

“…Most of the models included children in the sessions and provided materials and supplies. The Callahan study (1998) provided a stipend, and the Morrow and Young (1997) model provided support between sessions. Both comprehensive and targeted models have effective attributes.…”

“…One useful strategy used to overcome barriers that hinder involvement is coaching (Callahan, Rademacher, & Hildreth, 1998;Colgan, 2002;Morrow & Young, 1997).…”

Reading achievement in a large urban school district : an analysis of the effects of four reading programs on the reading growth of four reading ability groups.

“…Recognizing the importance of family involvement in literacy learning is paramount to bridging the gap between home and school literacy to foster success for the student in the classroom (Morrow & Young, 1997). Unfortunately, as previously mentioned, many do not see the importance nor honor the literacy learning that is present in minority low-income homes (Waldbart et al, 2006).…”

“…Children who have rich preschool literacy experiences that stimulate interest in script are at less risk for delays in reading development (DeJong & Leseman, 2001;Valdez-Menchaca & Whitehurst, 1992). These experiences include the availability of environmental print in the home as well as parents who read for themselves and with their child (Morrow & Young, 1997). However, African-American children arrive at kindergarten with fewer reading skills than Whites, even when their parents have equal years of schooling (Phillips, Crouse, & Ralph, 1998).…”