The role of the parent liaison in integrating cultural practices in family literacy programs for Latino immigrants

2010 ◽  
Author(s):  
Hengameh Kermani ◽  
Helena Janes
Keyword(s):  
Family Literacy ◽  
Cultural Practices ◽  
Latino Immigrants ◽  
Literacy Programs ◽  
Family Literacy Programs

scholarly journals Family Literacy Programs in Qatar: Teachers’ and Parents’ Perceptions and Practices

2017 ◽  
Vol 7 (1) ◽  
pp. 283
Author(s):  
Fatima Al-Maadadi ◽  
Fathi Ihmeideh ◽  
Maryam Al-Falasi ◽  
Chris Coughlin ◽  
Tamader Al-Thani
Keyword(s):  
Early Literacy ◽  
Family Literacy ◽  
Literacy Learning ◽  
Literacy Programs ◽  
Strong Positive Correlation ◽  
The Family ◽  
Family Literacy Programs ◽  
Children's Literacy ◽  
Teachers And Parents

The importance of the role of the family in the development of children’s early literacy has been widely recognized. Therefore, schools have frequently attempted to establish programs that help families promote their children’s literacy learning. This study explored early childhood teachers’ and parents’ perceptions about family literacy programs in which they got involved. It also examined practices used by teachers and parents to promote children’s literacy learning as well as to support the role of the family in the development of literacy. The sample included all teachers and parents who participated in the family literacy programs in two independent preschool settings in Qatar. A total of 16 teachers and 156 parents completed the self-reported questionnaires. Moreover, interviews with 10 teachers and 20 parents were conducted. Results indicated that teachers’ and parents’ perceptions and practices of family involvement programs were ranged from high to fairly moderate. A strong positive correlation was found between parents’ perceptions of family literacy programs and their practices, while teachers’ perceptions were not correlated with their practices. In light of the study findings, implications for expanding family literacy programs are described.

Toward a Social-Contextual Approach to Family Literacy

1989 ◽  
Vol 59 (2) ◽  
pp. 165-182 ◽  
Author(s):  
Elsa Roberts Auerbach
Keyword(s):  
Family Literacy ◽  
School Success ◽  
Cultural Practices ◽  
Literacy Programs ◽  
Contextual Approach ◽  
Refugee Families ◽  
Family Literacy Programs ◽  
Children's Literacy ◽  
Definition Of ◽  
Immigrant And Refugee

The increasing realization that family members can contribute to children's literacy development has given birth to family literacy programs designed to support immigrant and refugee families' participation in their children's education. Elsa Auerbach critically analyzes those family literacy programs that focus on teaching parents to do school-like activities in the home and to assist children with homework. She contends that the theoretical stance of these programs is not based on sound current research. Furthermore, she argues that in practice these programs function under a new version of the "deficit hypothesis," which assumes that the parents lack the essential skills to promote school success in their children. The author proposes a broader definition of family literacy that acknowledges the family's social reality and focuses on the family's strengths. As an alternative framework to program design, the author presents a social-contextual approach in which community concerns and cultural practices inform curriculum development.

scholarly journals Effects of a Dutch Family Literacy Program: The Role of Implementation

2021 ◽  
Vol 11 (2) ◽  
pp. 50
Author(s):  
Sanneke de la Rie ◽  
Roel van Steensel ◽  
Amos van Gelderen ◽  
Sabine Severiens
Keyword(s):  
Ethnic Minority ◽  
Family Literacy ◽  
Home Literacy Environment ◽  
Literacy Programs ◽  
Literacy Environment ◽  
Family Literacy Programs ◽  
Children's Literacy ◽  
Dutch Family

It is hypothesized that variability found in the effects of family literacy programs results from differences in implementation by parents. In this study, the implementation and effects of a Dutch program were examined in a sample of 207 kindergarteners (mean age at pre-test: 64 months). No main intervention effects on children’s literacy development were found. The quality of implementation proved to be higher for high-SES and native Dutch (speaking) parents than for low-SES, ethnic-minority parents with other home languages. Parent SES, ethnic-minority status, and home language did not moderate the program effects on child language scores and the program failed to impact targeted parental attributes, namely, the home literacy environment and parent self-efficacy. Finally, children’s development proved unrelated to implementation variables. Our results stress the importance of delivery for adequate implementation.

Characteristics of Three Family Literacy Programs That Worked

2010 ◽  
pp. 83-103
Author(s):  
Lesley Morrow ◽  
Alan Mendelsohn ◽  
Melanie Kuhn
Keyword(s):  
Family Literacy ◽  
Literacy Programs ◽  
Family Literacy Programs
Sign in / Sign up

Export Citation Format

Share Document