The role of family literacy classes in demystifying school literacies and developing closer parent–school relations

Abstract

This paper is based on a large study of family literacy provision in England, which was carried out between July 2013 and May 2015. It explored the impact of classes on parents' relations with the school and their children, and their ability to support their children's literacy development. The study involved 27 school-based programmes for pupils aged between 5 and 7, and their parents. It used mixed methods, which involved surveys of 118 parents and 20 family literacy tutors, telephone interviews with a sub-sample of 28 parents, analysis of teaching plans and observations of classes. Findings showed that parents wanted to learn the ways the school was teaching their child to read and write, and by demystifying school literacy pedagogies and processes, the programmes developed greater connectivity between home and the school, and parents felt more able to support their children's literacy development at home.

The impact of parent training intervention in early years: language and literacy development

“…The infants' early literacy behaviours also changed as a result of the program. Parents who received the program tended to focus on the infants' attention to turning pages from left to right, and pointing at pictures (Swain and Cara 2019), whereas parents in the comparison condition focused on completing the reading. This difference is noteworthy because the former represents early literacy skills milestones that are directly linked to the acquisition of written and spoken language (Dunst et al 2012).…”

“…The majority of the studies over the last 30 years have focused on supporting and improving pre-schooler's literacy and language development (Hannon and James 1990;Sénéchal et al 1998;Justice and Ezell 2000;Weisleder and Fernald 2013;Swain and Cara 2019), though far fewer studies paid attention to shared book reading practices in home contexts during the first years (Debaryshe 1993). Besides, these research have been conducted in western societies, whereas much less information is available on this subject in Turkey that makes the study reported here unique.…”

Teilhabe von Eltern an schulischem Lernen mit Family-Literacy-Programmen. Langzeiteffekte von „LIFE – Lesen in Familie erleben“ auf die elterliche Unterstützung beim Lesenlernen

“…Vorteile hat LIFE für die Einsetzbarkeit in Schulen. Durch das breite und niedrigschwellige Th emenspektrum werden viele Eltern angesprochen und Veranstaltungen sind gut in den Schul-und Familienkalender integrierbar (Bonanati et al, 2020 (Swain & Cara, 2019) beschränken sich die Ergebnisse ähnlich zu anderen Pro grammen (z. B. McElvany, 2008) auf eine eher bildungsnahe Stichprobe.…”

Penguatan Habitus Literasi: Sebuah Cara Pendampingan Tim Literasi Sekolah (TLS)

“…Supaya tugas pokok dan fungsi lebih fokus dan terjaga, kepala sekolah selain membentuk TLS perlu dikuatkan dengan Surat Keputusan (SK) atau Surat Tugas (ST). Semua warga sekolah berkolaborasi dengan TLS di bawah koordinasi kepala sekolah (Swain & Cara, 2018 Tahap pembiasaan mulai program membaca 15 menit sebelum pembelajaran, membuat jurnal membaca harian siswa, menciptakan lingkungan kaya teks, dan memilih buku bacan. Dari kegiatan pendampingan tahap ini hasil evaluasi yang dapat disampaikan adalah; 1) tahapan pembiasaan sudah dilakukan oleh guru dan sekolah mulai dari mencari referensi dan menceritakan kembali di kelas; 2) masih terbatasnya jenis buku sebagai bahan bacaan siswa; 3) belum adanya aturan ketuntasan bacaannya sebagai kontrol, dalam praktik membaca sehari-hari.…”