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An Investigation of an Intergenerational Approach to Literacy.

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Title: An Investigation of an Intergenerational Approach to Literacy.
Language: English
Authors: Paratore, Jeanne R.
Peer Reviewed: N
Page Count: 17
Publication Date: 1990
Document Type: Reports - Research
Speeches/Meeting Papers
Descriptors: Adult Education, College School Cooperation, Elementary Education, Emergent Literacy, Higher Education, Intergenerational Programs, Literacy, Parent Child Relationship, Parent Participation, Parent Role, Preschool Education, Reading Programs, Reading Skills
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)
Entry Date: 1991
Accession Number: ED329898
Database: ERIC
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  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED329898
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PubType: Report
PubTypeId: report
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IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: An Investigation of an Intergenerational Approach to Literacy.
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Paratore%2C+Jeanne+R%2E%22">Paratore, Jeanne R.</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1990
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research<br />Speeches/Meeting Papers
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Adult+Education%22">Adult Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+School+Cooperation%22">College School Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+Literacy%22">Emergent Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Intergenerational+Programs%22">Intergenerational Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Child+Relationship%22">Parent Child Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Participation%22">Parent Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Role%22">Parent Role</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Programs%22">Reading Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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)
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 1991
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED329898
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED329898
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
    Subjects:
      – SubjectFull: Adult Education
        Type: general
      – SubjectFull: College School Cooperation
        Type: general
      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: Emergent Literacy
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Intergenerational Programs
        Type: general
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Parent Child Relationship
        Type: general
      – SubjectFull: Parent Participation
        Type: general
      – SubjectFull: Parent Role
        Type: general
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Reading Programs
        Type: general
      – SubjectFull: Reading Skills
        Type: general
    Titles:
      – TitleFull: An Investigation of an Intergenerational Approach to Literacy.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Paratore, Jeanne R.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 11
              Type: published
              Y: 1990
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