Literaturnachweis - Detailanzeige
| Autor/in | Kerka, Sandra |
|---|---|
| Institution | ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. |
| Titel | Family and Intergenerational Literacy. ERIC Digest No. 111. |
| Quelle | (1991), (3 Seiten)
PDF als Volltext kostenfreie Datei |
| Reihe | ERIC Publications; ERIC Digests in Full Text |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Adult Basic Education; Cultural Context; Elementary Education; Family Literacy; Intergenerational Programs; Literacy Education; Parent School Relationship; Preschool Education; Program Effectiveness; Reading Programs |
| Abstract | Family and intergenerational literacy programs are intended to improve the literacy of educationally disadvantaged parents and children, based on the assumption that improving the literacy skills of parents results in better educational experiences for their children. A typology for classifying family literacy programs has two dimensions: type of program intervention (direct or indirect) and type of participation (adults alone, children alone, adults and children together). Four program types are as follows: (1) direct adults-direct children, in which both receive the most intensive literacy instruction; (2) indirect adults-indirect children, characterized by voluntary attendance, short-term commitment, and literacy enrichment events; (3) direct adults-indirect children, in which adults receive literacy instruction as well as coaching on reading with their children; and (4) indirect adults-direct children, which focuses on developing children's reading skills and involving parents in workshops or reading rallies. Although theoretical justification for the concept exists, research evidence of its effectiveness has yet to be systematically collected. Three issues have implications for program design and evaluation: definitions of literacy, the type of literacy that should be taught, and the locus for change. On the one hand is the "deficit" perspective that assumes that low income or language-minority parents have inadequate parental skills, practices, and materials. The other viewpoint is that the family and cultural context has value and should be used to shape instruction. (SK) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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