An Investigation of an Intergenerational Approach to Literacy.

Autor/in	Paratore, Jeanne R.
Titel	An Investigation of an Intergenerational Approach to Literacy.
Quelle	(1990), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; College School Cooperation; Elementary Education; Emergent Literacy; Higher Education; Intergenerational Programs; Parent Child Relationship; Parent Participation; Parent Role; Preschool Education; Reading Programs; Reading Skills + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Elementarunterricht; Frühleseunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Elternmitwirkung; Parental role; Elternrolle; Pre-school education; Vorschulerziehung; Reading skill; Lesefertigkeit
Abstract	A study investigated the impact of an intergenerational approach on: (1) the literacy development and literacy use of adult learners enrolled in an adult basic education program; and (2) the emergent and developing literacy of their children. The project is one of several that have been implemented under the Boston University/Chelsea Public Schools Partnership, in which the Chelsea Public Schools have signed a 10-year contract to be managed by the university. Subjects included 74 families. Four days a week, adults attended literacy classes where they were provided: (1) instruction in reading and responding to literacy materials of adult interest; (2) a selection of books; (3) strategies and ideas for use with their children; and (4) encouragement to share their children's stories and drawings and to discuss literacy events and their importance in their lives and the lives of their children. The impact of the program on parents and their children was assessed. Results suggested that the design of the program met the needs of the learners as indicated by the high attendance rate and low attrition rate. Evidence from three case studies indicated significant change in adults' ability to retell and then summarize what they had read when reading materials typically found in their home/work environment. Self-report data indicated steady and systematic practice of shared literacy in the home setting. With regard to the impact of the project on children's literacy learning, findings confirmed numerous previous investigations which indicated that consistent and frequent exposure to literacy in natural settings leads to the practice of literacy to facilitate play. (Fifteen references are attached.) (MG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC