scholarly journals Robust Respect

2019 ◽  
Vol 21 (3) ◽  
pp. 64-78
Author(s):  
Stacey Crooks
Keyword(s):  
Family Literacy ◽  
Political Context ◽  
The Other ◽  
Literacy Programs ◽  
Parenting Program ◽  
Deficit Thinking ◽  
Family Literacy Programs

This paper is rooted in an assumption that the tenacity of deficit thinking in family literacy programs in Canada is partly a reflection of our colonial settler history. I explore how embracing an ethic of “robust respect” may offer a way of re-orienting family literacy programs away from deficit thinking and towards relationships. Drawing on observation of the Traditional Aboriginal Parenting Program, I describe how “robust respect” is characterized by building respectful relationships, valuing the other, and acknowledging the historical and political context in which family literacy work is located.

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

scholarly journals Effects of Family Literacy Programs on the Emergent Literacy Skills of Children From Low-SES Families: A Meta-Analysis

2021 ◽  
pp. 003465432199807
Author(s):  
Suzanne Fikrat-Wevers ◽  
Roel van Steensel ◽  
Lidia Arends
Keyword(s):  
Emergent Literacy ◽  
Family Literacy ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Literacy Skills ◽  
Literacy Programs ◽  
Average Effect ◽  
Emergent Literacy Skills ◽  
Cohen’S D ◽  
Family Literacy Programs

The aim of this meta-analysis was to investigate effects of family literacy programs on the emergent literacy skills of children from low socioeconomic status families (0–6) and to establish which program, sample, study, and measurement characteristics moderate program effects. Outcomes of 48 (quasi-)experimental studies covering 42 different programs revealed a medium average effect of Cohen’s d = 0.50 on immediate posttests and a marginal average effect of Cohen’s d = 0.16 on follow-up measures. Together, effects of different moderator variables indicate that children benefit from targeted programs that focus on a limited set of activities and skills and that are restricted to one (training) context. Additionally, we found larger effects in experimental studies and when researcher-developed tests were used. Our outcomes not only provide guidelines for program developers but also call for more longitudinal research that examines how positive short-term changes as a consequence of program participation can be sustained over time.

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