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Dissertations / Theses on the topic 'Family literacy programs Literacy'

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Published: 4 June 2021
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1

Crawford, Linda J. "Parental perspectives of family literacy programs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ64948.pdf.

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2

Chen, Chia-Yin. "Even Start family literacy program participants' perceptions of parenting education, an integral component in family literacy programs." Texas A&M University, 2005. http://hdl.handle.net/1969.1/4368.

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Parenting education, combined with adult basic education and early childhood education, makes the Even Start program a unified family literacy program which helps to break the intergenerational cycle of poverty and low literacy. Research studies have shown that the Even Start program has positive effects on its participants. Even though some of the effects are not explicitly tied to parenting education, they are closely related to parenting education. This study investigated the effectiveness of parenting education as perceived by its participants. The purposes of this study were to identify Even Start program participants’ perceptions of parenting education, to explore issues related to parenting education, and to identify the impact of parenting education as perceived by the program participants. The interviewed parents considered parenting education an important component of the Even Start family literacy program. Findings in this study revealed how the participants used what they had learned in the parenting classes, incorporating their improved literacy skills to facilitate the growth of the whole family. According to the study participants, parenting classes provided a safe and comfortable environment for the parents to learn or validate their parenting practices, to identify themselves with each other, to build up a network of support system, and to practice their literacy skills in a context related to their everyday life. Since their participation in the parenting education, the study participants reported attainment of new insights about being a good parent, better communication with their children and other family members, improved education experience for their children, prolonged parenting values and practices, and improved family relationships. Using Bronfenbrenner’s ecology model to look at the family literacy program, parenting education appeared to be the linkage between all components.
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3

Ruth, Sarah. "A qualitative study of the Even Start Family Literacy Program." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006ruths.pdf.

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4

Cimino, Teresa Ann. "Creating a school based family literacy institute." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3283.

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The purpose of this project is to assist parents, through the development of a school-based Family Literacy Institute, to learn to actively help their children when they read at home. The study will teach parents how to pick appropriate books for and with their children and use them as a read aloud. It is, also, to get parents involved with their children's literacy development and to support their educational experiences from elementary school through high school.
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Vaughn, Colleen. "The importance of a good home literacy environment." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/CVaughnPartI2007.pdf.

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6

Hassemer, Holly. "An analysis of the relationship between instructional time and academic achievement of adults and children in a family literacy program." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009hassemerh.pdf.

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7

Farrer, Deborah A. "Even Start Family Literacy Program's effects for parents why do they participate? /." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1490.

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Thesis (Ed. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains viii, 148 p. Vita. Includes abstract. Includes bibliographical references (p. 98-105).
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8

Sumner, Ruth L. "The literacy experiences of Family Island participants in the Bahamian Adult Literacy Program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34843.pdf.

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9

Nevins, Mary Ellen. "Families with hearing-impaired children reading and writing at home /." Access Digital Full Text version, 1992. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11301806.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1992.
Includes tables. Typescript; issued also on microfilm. Sponsor: Robert E. Kretschmer. Dissertation Committee: Kay Alicyn Ferrell. Includes bibliographical references (leaves 201-210).
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10

Hass, Gina M. "Comparison of parenting attitudes and behaviors before and after exposure to the family literacy program for parents with limited English in the St. Paul, Minnesota School District." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004hassg.pdf.

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Tinglum, Madelene, and Jasmina Lugonja. "En explorativ studie av TIL-programmet : Fem små berättelser av föräldrarnas upplevelser." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-21340.

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12

Perry, Yvette Teresa Dunn. "Assistors to continuous enrollment for women in Texas Even Start Family Literacy programs." [College Station, Tex. : Texas A & M University, 2003. http://hdl.handle.net/1969/1179.

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Thesis (Ph. D.)--Texas A & M University, 2003.
"Major Subject: Educational Human Resource Development." Title from author supplied metadata (automated record created on Oct. 15, 2004.). Vita. Abstract. Includes bibliographical references.
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13

Godbey, Rebecca Jane. "Parents’ Perceptions of Partners in Print, a Family Literacy Program." Digital Commons at Loyola Marymount University and Loyola Law School, 2012. https://digitalcommons.lmu.edu/etd/239.

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Partners in Print, a family literacy program, was brought to the urban elementary school in this study to educate and empower kindergarten and first grade parents to promote literacy development at home. This research aimed to explore the impact of participation in this program after consistent participation by utilizing a one-group pre-test, post-test research design. The Parent Empowerment and Home Literacy Environment Survey, which included both structured and unstructured questions, was administered before and after participation in the program to elicit notions of parent empowerment and growth in the home literacy environment. Parent participants also completed a document review of program handouts to triangulate the data. The data suggested that parents feel more empowered after consistently participating in Partners in Print. There was also evidence that the home literacy environment was of higher quality after participation. This study validated the practice of implementing family literacy programs as a strategy for empowering parents and enriching the home literacy environments of children.
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Page, Jim Larkin. "Home-based family literacy practices of an Hispanic family: A case study of activities, functions, and the interface with school-based literacy expectations." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5353/.

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This study examined the home-based family literacy practices of one Hispanic family, especially focusing on the parents' memories of home-based and school-based literacy activities, current home-based literacy activities and functions, and the interface of home-based family literacy practices and school-based literacy expectations. Ethnographic data offered insight into the understanding that literacy acquisition begins in the home and is dependent and reflective of literacy experiences that are sociocultural based. These home-based family literacy activities and functions are broad in scope and are valuable forms of literacy. However, these activities of marginalized families are often regarded as unimportant and/or unrelated to school-based literacy expectations, and therefore inferior. In response to this perceived mismatch between home-based family literacy activities and school-based literacy expectations, educators approached families from a deficit perspective. This deficit assumption created a sense of devalue on the part of the parents, who assisted their children by culturally and socially relevant means. To meet the school-based literacy expectations familial relationships were jeopardized as the pressure, frustration, and guilt from educators can result in emotional and physical abuse from mother to her children.
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Friedrich, Nicola Suzanne. "Making connections : literacy practices of Karen refugee families in the home, community, and family literacy program." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/58642.

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Critics of family literacy programs within culturally and linguistically diverse communities have long argued that these programs simply transmit school-like practices into the homes of participating families (Auerbach, 1989; Reyes & Torres, 2007). Although sociocultural researchers have demonstrated that family literacy programs can and do reflect the sociocultural realities of immigrant and refugee families, without descriptions of how literacy is enacted, it is difficult to determine if practices specific to one context are taken up within the other. The purpose of this study is to document and describe the contextualized literacy practices of families within a community of resettled Karen refugees while they participate in a bilingual family literacy program in an urban centre in western Canada. Drawing from sociocultural theory, this ethnographic case study of parents and their pre-school aged children focuses on the families’ enactment of literacy events mediating social activity during play in two early learning settings: the home and a bilingual family literacy program. Observed literacy events were analyzed through the lens of the activity system (Engeström, 2001) in order to identify the meditational means the participants used to create and re-create situated practice (Gutiérrez, Baquedano‐López, & Tejeda, 1999) during play. The findings suggest that, through their participation in the program, the Karen parents came to understand activity within the social activity domain of play as fostering the early literacy development of their pre-school aged children. However, rather than abandoning traditional learning practices, by drawing from culturally formed tools and culturally specific participant structures, the Karen parents transformed situated practice with the result being an expanded form of social activity during play in both the home and in the family literacy program. This study enhances our understanding of how literacy events are enacted in the homes of the resettled Karen refugee families and in the bilingual family literacy program in which they participate. Administrators and facilitators responsible for the delivery of family literacy programs within culturally and linguistically diverse communities can draw from insights generated from this study to ensure their programming recognizes and values the diverse meditational means participating families bring to the program.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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16

McCook, Nora. "Literacy Volunteer Preparation and Organizational Goals in a Service Learning and a Family Literacy Training Program: Historicizing Literacy Campaigns, Volunteers, and Schools." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500298111086208.

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17

Sabol, Mark Allen. "Federal policy instruments in Even Start Family Literacy Programs : using state level perspectives to understand policy /." Thesis, Connect to this title online; UW restricted, 2008. http://hdl.handle.net/1773/7523.

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18

Calnon, Ruth Hill. "Family involvement at home : increasing literacy achievement of diverse at-risk kindergarten students /." ProQuest subscription required:, 2005. http://proquest.umi.com/pqdlink?did=1176532791&sid=2&Fmt=2&clientId=8813&RQT=309&VName=PQD.

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Thesis (Ed. D.)--Boise State University, 2005.
Includes abstract. In appendices, sample participation questionnaires are in both English and Spanish. Includes bibliographical references (leaves 81-89). Also available online via the ProQuest Digital Dissertations database.
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19

Rees-Mitchell, Sioux Annette. "A qualitative study supporting the development of a community family literacy center in isolated communities." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3230.

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The purpose of this study is to provide a community with the resources necessary to help children become proficient readers. This qualitative study explored the literature on attributes of successful Community Family Literacy Centers and before and after school tutoring programs. Community Family Literacy Centers are localized places where families can build literacy skills in a supportive and safe environment.
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Cato, Dorothy Dean. "African-American mother's perspectives on their role in their young children's literacy acquisition /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Holland, Kathleen Elizabeth. "The impact of the Reading Recovery Program on parents and home literacy contexts /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487331541711363.

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22

Weikle, Bonnie J. "Literacy practices in parents of preschool children with & without disabilities." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1191110.

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The study examined the literacy practices, general resources, and technological tools being used by parents to promote literacy at home. The primary purpose was to determine if differences existed in the literacy practices used by parents of preschool children with and without disabilities. The study also sought to determine if the age and education of parents had any effect upon the literacy practices utilized by parents.The population for the study consisted of 384 parents from six counties in Indiana. Each participant had a child between the ages of 3- to 6-years old who attended a preschool program. Over half of the participants had a child with disabilities. Preschool administrators who were selected for the study distributed the data-collection instrument, Parent's Views on Literacy Survey, which was developed by the researcher. The survey instrument consisted of demographic questions that addressed the study's independent variables and 20 questions that were designed to act as the study's dependent variables. The questions pertained to the types of literacy activities being provided in the home.A multivariate analysis of variance (MANOVA) was performed and a significant difference between parents of preschool children with disabilities and parents of preschool children without disabilities was determined. Parents of preschool children without disabilities used significantly more general literacy practices and literacy activities using technology. There was a significant difference in the types of activities and in the quantity of activities provided. It was also determined that the differences were not due to the factors of age or education of the parents. The second part of the questionnaire directed questions specifically to parents of preschool children with disabilities. The type of disability of the child, the types of assistive technology (AT), and the frequency in which AT was utilized to promote literacy activities were identified. A simple cross tabulation between the types of disabilities and the categories of AT revealed that there were also differences among the categories of AT used and disability types.Three open-ended questions were used to determine additional information about parents' literacy practices. The data collected was stratified and analyzed for emergent themes. Parents of typically developing children reported the need for more technological tools and resources while parents of preschool children with disabilities reported that more information on specific skill development was needed. Furthermore, parents of preschool children with disabilities expressed the belief that the greatest barrier for their child in developing literacy skills related to factors that were associated with the disability. It was also determined that parents of children with disabilities underutilized assistive technology devices for facilitating literacy skills.This research further supports the differences in the literacy practices among parents. Parents of preschool children without disabilities use general literacy practices and technological literacy practices with greater frequency than do the parents of preschool children with disabilities.
Department of Special Education
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23

Bastien, Maria. "From Family Literacy to Literacies in the Context of Newcomer Family Relationships: Mapping Literacies with Home Visitors from Home Instruction for the Parents of Preschool Youngsters (HIPPY)." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36495.

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This qualitative research project reconceptualizes conventional and prescriptive views of family literacy as literacies in the context of family relationships, experimenting with data from the home visitor participants of one international family literacy intervention program (FLIP): Home Instruction for the Parents of Preschool Youngsters (HIPPY). Participants of the HIPPY program in Canada primarily include newcomer families. While the program targets conventional forms of literacy and education relating to children’s school readiness, in practice their work with these families goes far beyond this initial focus further engaging with issues related to settlement. For example, after completing HIPPY’s two-year program successfully with their own children, parents can be hired to become home visitors, receive professional development and guide newcomer families through the HIPPY materials they will use with their children. Using the theoretical and practical lens of Multiple Literacy Theory (Masny, 2006, 2009, 2013) this project asks what literacy practices home visitors engage in with newcomer parents, how these practices function in the relationship, and what these practices produce in these interactions. Lombard (1981) recognized the need for further research on home visitor experiences after program coordinators noted the “highly visible changes in home visitors’ level of understanding and performance” (p. 89). Since then, however, parents and children continued to be the main focus of research. This project seeks to to illuminate the under-researched experiences of HIPPY home visitors. Using the theoretical and practical lens of Multiple Literacy Theory (Masny, 2006, 2009, 2013) and the philosophy of Deleuze and Guattari (1987), qualitative observation and interview data were collected and analyzed through the process of rhizoanalysis, creating four mappings. The first mapping experiments with HIPPY not as an isolated program, but as part of a much larger assemblage of programs and services focused on newcomers in a Canadian community. The second mapping looks closely at HIPPY and English language acquisition. Mapping three experiments with conceptualizations of HIPPY home visitors as instructors of “Canadian culture”, and the fourth and final mapping delves into a more specific cultural focus on home and school connections. The final chapter of the dissertation is not a conclusion, but a look forward. This chapter introduces the concept of literacies in the context of family relationships as an integral part of not only early learning, but public and community health.
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Houser, Shelley A. PhD. "Key Steps to Reading Success: Measuring the Impact of Participation in a Family/School Literacy Partnership Program on the Foundational Literacy Skills of Kindergarteners." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1512046619521825.

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Wright, Alexandra. "Aprendiendo Juntos y Navegando “New Destinations”: An Ethnographic Evaluation of the Pilas Family Literacy Program." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20721.

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This thesis uses the framework of a program evaluation to highlight the human experience of participants in a community-based family literacy program in the context of a “New Destination” for Latino immigrants. There is first an extensive discussion of how Latino immigrant communities have changed over time in Oregon and specifically in Lane County, followed by description of the nonprofit organizations that cater to these communities in Lane County, with specific focus on Downtown Languages and their Pilas Family Literacy Program. A selection of literature is reviewed surrounding the themes of the efficacy of program evaluation as a tool, “New Destinations,” the relationship between bilingualism and family in ESL programs, and finally a brief discussion of cultural competency in ESL practices and literacy as human capital. The conclusion of this research contains recommendations for the Pilas Family Literacy Program, as well as other family literacy programs operating in “New Destinations” communities.
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Talley, Susan. "The Effects of a CD-ROM Computer Storybook Program on Head Start Children's Emergent Literacy." DigitalCommons@USU, 1994. https://digitalcommons.usu.edu/etd/2499.

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This study examined the effects of a computer CD-ROM storybook program on 73 Head Start children in Logan, Utah. A variation on the two-group pretest/posttest design was used to determine if there was any increase in emergent literacy skills after spending an average of 15 minutes per day for an average of 12 days on the computer. Previous research suggests that a child's home environment is integral to the preschool child 's emergent literacy development. A parent questionnaire designed for assessing information regarding the child 's I iterate environment at home was administered. Mean scores indicated that those children scoring highest on an aggregate score of four questions from the parental questionnaire also scored highest on three assessments of emergent literacy, supporting previous research that children who have been read to at home are more prepared to learn reading in the classroom. Posttest scores indicated an increase in scores for the experimental group over the not-well-read-to control group on all three assessments. Two of the three measures indicated statistically significant differences from the well-read-to control group (p = < .05). One of the most interesting findings, however, was that the experimental group's assessment scores increased over the not-well-read-to control group, but did not exceed the well-read-to control group's scores, further supporting the evidence discussed above that children who are read to in the home have an advantage over those children who are not. From these results, it was determined that computers cannot take the place of effective instruction in the home; however, when used appropriately in the classroom, the results of this study suggest that it is useful to integrate computers in the preschool classroom to augment the emergent literacy instruction already taking place.
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Mata, Maria de Lourdes Estorninho Neves. "Literacia familiar: Caracterização de práticas de literacia em famílias com crianças em idade pré-escolar e estudo das suas relações com as realizações das crianças." Doctoral thesis, Universidade do Minho, 2002. http://hdl.handle.net/10400.12/1659.

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Tese de Doutoramento apresentada ao Instituto de Estudos da Criança, Universidade do Minho
Na última década, os trabalhos enquadrados dentro da perspectiva da literacia emergente, têm realçado uma dinâmica sócio-construtivista no processo de descoberta e apreensão da linguagem escrita. Assim, tem-se procurado estudar e caracterizar não só o papel da criança ao longo deste processo, mas também o papel de todos os que com ela contactam, no seu dia-a-dia, em ambientes formais, e também em ambientes informais. É neste sentido que surge este trabalho, ao debruçar-se sobre as práticas de literacia em ambiente familiar. Tivemos assim como elemento principal de estudo, a família, procurando caracterizar percepções e práticas de literacia, ao nível da sua diversidade e regularidade. Procurámos também identificar algumas associações entre as características da literacia familiar e as motivações e realizações de crianças de idade pré-escolar, oriundas dessas famílias. Trabalhámos com 421 pais, de estatuto sócio-cultural médio, médio-alto, com um filho (a) a frequentar o último ano do pré-escolar e por um grupo de 351 destas crianças cujos pais colaboraram no estudo. Com os pais utilizámos um questionário com três dimensões distintas. Uma primeira específica sobre a literacia familiar, onde eram questionados sobre práticas de leitura e de escrita partilhadas, observadas pelas crianças e realizadas por estas, assim como sobre a existência de materiais para ler e escrever e a sua acessibilidade. A segunda parte era constituída por um conjunto de afirmações face ao processo de ensino/aprendizagem da linguagem escrita, sobre as quais os pais se posicionavam. Com estas, pretendíamos caracterizar o tipo de concepções dos pais face à aprendizagem da leitura e escrita. A terceira e última parte, era constituída por três listagens relativas a autores e títulos de livros, consideradas medidas indirectas de contacto com o livro, e de práticas de leitura. Junto das crianças procedemos quer à caracterização dos seus conhecimentos sobre a funcionalidade da linguagem escrita e das suas conceptualizações sobre o escrito, quer à caracterização das suas motivações para a aprendizagem da leitura e da escrita. Os resultados evidenciaram por um lado, a diversidade de conhecimentos emergentes de literacia que estas crianças já possuíam, mesmo antes de frequentarem o ensino formal. Por outro lado a possibilidade de se caracterizar a motivação para a leitura e a escrita, já nesta faixa etária, sendo esta multidimensional e de um modo geral bastante elevada. Quanto à literacia familiar, foi evidente a sua importância nestas famílias, onde as crianças não só observavam, como eram envolvidas em múltiplas situações de literacia. A variedade de situações identificadas e a diversidade de família para família, aponta no sentido de uma multiplicidade de vias e situações, todas elas importantes, que as famílias têm disponíveis, e que exploram diferentemente consoante as suas motivações e interesses pessoais. Em termos globais, pudemos constatar uma associação entre concepções dos pais sobre o processo de aprendizagem da linguagem escrita, e as práticas de literacia familiar desenvolvidas. Também surgiu como significativa, uma associação entre algumas características do ambiente familiar de literacia e as conceptualizações das crianças sobre linguagem escrita, apontando no sentido de que ambientes mais ricos e com interacções mais precoces, potencializam a descoberta, por parte da criança, das características da linguageDuring the past decade, the research on emerging literacy has emphasized the socio-constructivist dynamic of the process of discovery and learning of reading and writing. The role of the child in this process has been studied and described, as well as the role of those who interact with the child daily, in formal or informal settings. The present study focuses on these processes and examines perceptions and practices of literacy in family contexts, characterizing such practices in ,terms of their diversity and regularity. The association between the motivations and accomplishments of pre-school children and the characteristics of their families regarding literacy practices is also analysed. 421 parents and 351 children participated in this study. Ali of these parents had a child attending the. last year of pre-school and were of a medium to medium/high sociocultural level. The group of children included only children whose parents had also taken part in the study. The parents answered a questionnaire composed of three different dimensions. The first focused on family literacy and included questions concerning reading and writing practices observed by the children, carried out by them or shared by the children and the parents, and also the existence and accessibility of reading and writing materials. In the second part, which analysed the parents' perceptions of the process of learning to read and write, the respondents had to express their (dis)agreement with several statements related to the this process. The third and last part included three lists of authors and titles, indirect measures of contact with books and reading practices. The children were questioned in order to characterize their knowledge of the functions of literacy, their conceptualisations of written language, and their motivations to learn to read and write. The results reveal the diversity of the children's emerging literacy knowledge, even before attending primary school. They also demonstrate that it is possible to characterize the motivation to read and write at this age and that this motivation is multidimensional and generally high. The importance of literacy was evident in these families: children not only observed but also took part in multiple situations of literacy. The variety of the situations of literacy identified in the study and the differences between each family's literacy practices show that there are several available ways of exploring literacy within the vn family and that these practices are organised according to the family's motivations and interests. An association between the parents' perceptions of the process of learning to read and write and the literacy practices developed within the families was identified. The results also show that there is an association between certain characteristics of the family's literacy environment and the children's conceptualisations of the written language: family environments characterized by precocious interactions encourage and stimulate the discovery of this language. m escrita. ------ ABSTRACT ------
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Rose, Anthea. "How can we characterise family literacy programmes in England, Ireland and Malta : a comparative case study." Thesis, University of Nottingham, 2008. http://eprints.nottingham.ac.uk/10444/.

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Family literacy programmes have become an increasingly popular pedagogical tool utilised by policy makers to help address the literacy needs of families with low skill competencies and who are viewed as economically and socially underachieving. Taking a comparative case study approach, in this research I consider what benefits family literacy programmes have for the literacy skills of families. Drawing on Bourdieu's habitus (1993) and field (1977) and Bourdieu, Coleman (1988) and Putnam's (2000) notions of social capital, in this research I compare family literacy programmes in selected case study areas within England, Ireland and Malta. The objectives are to establish differences and similarities in policy rationale, the characteristics of delivery and learner engagement. Predominantly qualitative in nature, the research consisted of 94 semi-structured interviews with actors involved in family literacy programmes across the three areas including coordinators, practitioners, learners, ex-learners, non-participating fathers and children's teachers. Interviews were supplemented and triangulated by a range of other data sources including a number of classroom observations. Family literacy programmes across the three areas exhibited many similarities: the content of sessions; the underlying policy rationale for offering and funding programmes; the motivation of learners for attending; benefits reported by learners; and difficulties faced by practitioners. In addition, parents attending were mainly mothers. Some differences were also found, mainly between Ireland and the other two participating areas. For example, in Ireland different types of locations were used and children were not usually present. However, the main difference was not cultural, but political, between the desired policy outcomes, and the motivation of learners. The evidence suggests that, regardless of the cultural context, there is a mismatch or at least a lack of awareness between the two, with learners predominantly motivated to attend to help their children, whilst policy objectives primarily seek to address inadequate literacy levels, as part of wider social inclusion strategies.
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Manness, Darcy. "The role of parent-child storybook reading in a sampling of preschool family literacy programs supported by school divisions within a greater metropolitan area." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/MQ56138.pdf.

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Bateson, Lisa Anne. "A Follow-up Study of Ohio State University Extension's Youth Financial Literacy Program Real Money, Real World: Behavioral Changes of Program Participants." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1244049887.

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Preston, Jenny L. "A Case Study of Parental Behaviors in an English Language Learner Community Technology Literacy Lab Setting and the Extension of the Behaviors in the Home." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4297/.

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The purpose of the study was to describe a family literacy program attempting to teach adult English language learners (ELL) the knowledge and skills that would allow them to support their children's learning at home. The methodology employed was a multi-case study. Fourteen adult participants were interviewed to gather information regarding the factors that influenced the adult participant's ability to support their child's learning prior to participation in the family literacy program. The study focused on the knowledge, skills and attitudes acquired in the literacy program and used to support their child's learning at home and the curriculum and instruction that the participants used to influence their child's learning. The methodology used to gather information included adult English language learner interviews, field observations, and contact analysis of lesson plans. The following conclusions were derived based on analysis of the data: 1. In the family literacy program that was studied, the only prior factor that appeared to influence the parent's ability to support their child's learning was the education level of the participant. 2. Pronunciation, conversation, listening, grammar and writing are are essential skills that ELL parents use to support their child's learning. Attitudes were directly affected by the participants' ability to master the English language in order to be able to guide their children through the U.S. educational system. 3. The curriculum supported the learning; however the instruction was vital to modeling the procedures for learning that the participants used to support their children's success in school. 4. Regardless of other factors such as marital status, occupation, and other variations in family background, all participants based their ability to support their child's learning on their own ability to master the English language.
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32

Chilton, Elizabeth Helen. "The discursive construction of a family literacy, language and numeracy programme : an exploration of practitioners' narratives-in-interaction." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3811/.

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This study examines the discursive practices of two Family Literacy, Language and Numeracy practitioners teaching a family literacy programme together. Drawing on positioning analysis and linguistic ethnography, I am exploring how the practitioners use narratives-in-interaction to position themselves, each other, the parents with whom they work, and the programme on which they teach. This research reveals how both dominant and locally constructed discourses are invoked, reworked and embedded within the practitioners’ narrative allusions, with such discourses often becoming naturalised through their repeated citation. Analyses of the interactional and lexical content of narratives-in-interaction facilitate this study’s twin-focus on the social identification of the narrated, and the narrators’ emergent identity construction. Investigating the discourses that circulate about parents uncovers how the telling of narratives not only impacts on the ways in which the parents are socially identified in discursive terms, but suggests that this may affect how the parents are dealt with in more practical ways by the practitioners. Through the sharing and co-construction of small stories, the practitioners make claims in relation to their own identities, particularly in terms of their working relationship with one another and the roles they undertake in concert and in counterpoint to each other.
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Hile, David Lee Hile. "Parent Experiences and Student Outcomes in the READY! for Kindergarten Program: A Mixed Methods Bounded Case Study." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1531732208202651.

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34

García, Maria G. "The impact of the Home Instruction for Parents of Preschool Youngsters (HIPPY) program on reading, mathematics, and language achievement of Hispanic English language learners." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5227/.

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This study sought to answer if the Home Instruction for Parents of Preschool Youngsters (HIPPY) program had a positive academic impact on Hispanic English language learners (ELL). HIPPY is a free, 2-year, home-based early intervention program for 4-and 5-year-old children. The program is intended to provide educational enrichment to at-risk children from poor and immigrant families, increase school readiness, and foster parent involvement in their children's education. A quasi-experimental design and quantitative measures were used to measure the academic success of Hispanic ELL students in reading, mathematics, and language arts. The sample included an experimental group and a purposeful control group. Hispanic students who attended an early childhood school as 4 year olds and participated in the HIPPY 4 and 5 programs were compared to Hispanic students who attended an early childhood school as 4 year olds and did not participate in HIPPY. Results from the Texas-mandated criterion referenced Texas Assessment Knowledge and Skills (TAKS™) Test and the TerraNova® and TerraNova SUPERA® norm referenced tests were used in this study. Results from the TAKS Reading and TAKS Mathematics Grade 3 and the TerraNova reading, language, mathematics, and total composite scores were analyzed using a one-way analysis of variance. The treatment group and control group results from both assessments were measured and compared. A statistically significant difference was found in 5 out of the 6 null hypotheses tested. The treatment group statistically significantly outperformed the control group in the TAKS Reading and the TerraNova and TerraNova SUPERA reading, language, mathematics, and total composite assessments. This study substantiates that the HIPPY program works and can have a positive impact on a child's school readiness. Additionally, a significant range of sustainability was also established since the results were measured from assessments administered in the third grade and 5 years after the treatment group began participating in the HIPPY program.
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35

Pitt, Kathy. "The discourse of family literacy." Thesis, Lancaster University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274213.

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36

Williamson, Melanie. "Early Literacy and Family Rituals." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/27.

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The purpose of this study was to extend the research on children’s early literacy development by examining the practice of daily family rituals. The assumption was that the predictability and affective meaning that rituals provide would create an environment that fosters the development of literacy skills and motivation to learn. Measures included the PALS Prek, PPVT-III, and Family Ritual Questionnaire. Although there were no significant positive relationships between regular family rituals such as dinnertime and reading aloud practices and literacy outcomes, negative correlations were found between the assignment of roles on weekends, the routine of vacations, mother’s work hours, and children’s literacy scores. These findings may indicate some inflexibility among family members and not enough time spent in a variety of spontaneous literacy-building activities.
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Fisher, Stacey J. "Family Literacy Grades K – 8." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/4694.

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38

Johnson, Eloise Nobis. "Parent involvement in family literacy." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1565.

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39

Thomason, Gina Bennett. "The impact of the Ferst Foundation for Childhood Literacy on the home literacy environment." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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40

Cassel, Robyn Valerie. "Home Literacy Factors Affecting Emergent Literacy Skills." NSUWorks, 2011. http://nsuworks.nova.edu/cps_stuetd/17.

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The purpose of this study is to identify factors in the home literacy environment using the Stony Brook Family Reading Survey (SBFRS) in order to understand the extent to which these factors predict phonemic awareness and other basic reading skills, as assessed by selected subtests from the Woodcock-Johnson III (WJ III). The present study used archival data to examine the home literacy habits of a sample of parents and preschool children ages 3-5 years (range in months= 36-67) from a private and a public preschool with a combination of high- and low-income backgrounds and various ethnicities. Using exploratory factor analyses with 165 participants, three dimensions of family reading behavior were identified from the SBFRS including Home Reading Emphasis, Adult Responsibility, and Parental Academic Expectations. Each of the SBFRS rotated factors considered together in a stepwise multiple regression analysis contributed significantly over and above age to the prediction of phonological awareness as measured by the Phonemic Awareness 3 (PA3) Cluster from the WJ III. The best order of predictors for PA3 of the WJ III, with stepwise entry, included Factor 1: Home Reading Emphasis, Factor 3: Parental Academic Expectations, and Factor 2: Adult Responsibility. One of the SBFRS rotated factors, Factor 1: Home Reading Emphasis, considered in a stepwise multiple regression analysis using age as a covariate contributed significantly to the prediction of basic reading as measured by the Basic Reading Skills (BRS) Cluster of the WJ III [WJ III BRS=.38+.26(Factor1)]. Results demonstrate the importance of the aforementioned factors in relation to the prediction of emergent literacy. Future studies are needed to investigate parental expectations, adult responsibility for child outcomes, the impact of fathers, and the importance of dominant home language on the emergence of literacy. Revision of the SBFRS, in addition to studies that include a wider range of SES, racial/ethnic, and linguistic groups, would help to standardize the measure for future use.
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41

Perez, Susan Carew. "Literacy as ministry." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

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42

Stewart, Denyse. "Social change and community-based literacy programs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0007/MQ40676.pdf.

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43

Clark, Charles E. "Doloĭ negramotnostʹ the literacy campaign in the RSFSR, 1923-1927 /." [Urbana-Champaign : University of Illinois], 1993. http://catalog.hathitrust.org/api/volumes/oclc/30010192.html.

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Slabbert, Irma. "Family literacy, first step in namibia." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22729.pdf.

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45

Winterwood, Fawn Christine Phelps. "Literacy, identity, and digital youth culture understanding the cultural ecology of informal digital literacy practices /." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1212410327.

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46

Boucher, Lucie C. "Whole-school elementary literacy programs: variation in implementation and the relationship to student literacy achievement." Fogler Library, University of Maine, 2000. http://www.library.umaine.edu/theses/pdf/BoucherLC2000.pdf.

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Kramer, Traci K. "A comprehensive evaluation of the four blocks literacy model as a balanced literacy program in the Princeton School District." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000kramert.pdf.

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48

Peil, Cheryl Lynn. "Literacy, school reform, and literature-based reading programs." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/772.

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49

Sneddon, Raymonde. "Language and literacy in the multilingual family." Thesis, Birkbeck (University of London), 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312272.

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50

Metz, Diana Kathryn. "Literacy: Adopting motivational literacy practices meant to last a lifetime." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1822.

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