An Intergenerational Approach to Literacy: Effects on the Literacy Learning of Adults and on the Practice of Family Literacy.
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| Title: | An Intergenerational Approach to Literacy: Effects on the Literacy Learning of Adults and on the Practice of Family Literacy. |
|---|---|
| Language: | English |
| Authors: | Paratore, Jeanne R. |
| Peer Reviewed: | N |
| Page Count: | 24 |
| Publication Date: | 1992 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Descriptors: | Ability Grouping, Adult Basic Education, Adult Literacy, English (Second Language), Family Literacy, Intergenerational Programs, Literacy Education, Parent Student Relationship, Program Effectiveness, Reading Aloud to Others, Reading Skills, Writing Skills |
| Abstract: | A study examined the influence of an intergenerational approach on the literacy development of parents and on the practice of family literacy at home. During a 3-year period, 367 families enrolled in multilingual, multiability literacy classes for at least one instructional cycle. The adult basic education classes were held in a community center located within walking distance of three of the four elementary schools in an ethnically diverse, two-square-mile area considered a "gateway" for new immigrants. The adults were provided instruction in reading and responded to literacy materials of adult interest as well as a selection of books, strategies, and ideas for use with their children; they were also encouraged to share their children's stories and literacy events. Data included assessments of parents' fluency in reading English, attendance, attrition, and self-report data on parent/child literacy activities. Results indicated that: (1) attendance was consistent across learners and across instructional cycles; (2) demonstration and modeling led to routine practice of family literacy within a relatively brief period of time; (3) storybook reading emerged as a frequent behavior, while shared writing did not; (4) parents visited the local library only once a month; and (5) there was a high growth in literacy fluency among the lowest performing adults. Findings suggest that an intergenerational focus in multiability multilingual adult education classes may provide an important vehicle for promoting literacy learning of adults. (Two figures and one table of data are included; 27 references are attached.) (RS) |
| Entry Date: | 1993 |
| Accession Number: | ED352614 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED352614 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED352614 AccessLevel: 3 PubType: Conference PubTypeId: conference PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: An Intergenerational Approach to Literacy: Effects on the Literacy Learning of Adults and on the Practice of Family 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: 24 – Name: DatePubCY Label: Publication Date Group: Date Data: 1992 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Speeches/Meeting Papers<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Ability+Grouping%22">Ability Grouping</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Basic+Education%22">Adult Basic Education</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Literacy%22">Adult Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Literacy%22">Family Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Intergenerational+Programs%22">Intergenerational Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Student+Relationship%22">Parent Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Aloud+to+Others%22">Reading Aloud to Others</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: A study examined the influence of an intergenerational approach on the literacy development of parents and on the practice of family literacy at home. During a 3-year period, 367 families enrolled in multilingual, multiability literacy classes for at least one instructional cycle. The adult basic education classes were held in a community center located within walking distance of three of the four elementary schools in an ethnically diverse, two-square-mile area considered a "gateway" for new immigrants. The adults were provided instruction in reading and responded to literacy materials of adult interest as well as a selection of books, strategies, and ideas for use with their children; they were also encouraged to share their children's stories and literacy events. Data included assessments of parents' fluency in reading English, attendance, attrition, and self-report data on parent/child literacy activities. Results indicated that: (1) attendance was consistent across learners and across instructional cycles; (2) demonstration and modeling led to routine practice of family literacy within a relatively brief period of time; (3) storybook reading emerged as a frequent behavior, while shared writing did not; (4) parents visited the local library only once a month; and (5) there was a high growth in literacy fluency among the lowest performing adults. Findings suggest that an intergenerational focus in multiability multilingual adult education classes may provide an important vehicle for promoting literacy learning of adults. (Two figures and one table of data are included; 27 references are attached.) (RS) – Name: DateEntry Label: Entry Date Group: Date Data: 1993 – Name: AN Label: Accession Number Group: ID Data: ED352614 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED352614 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 24 Subjects: – SubjectFull: Ability Grouping Type: general – SubjectFull: Adult Basic Education Type: general – SubjectFull: Adult Literacy Type: general – SubjectFull: English (Second Language) Type: general – SubjectFull: Family Literacy Type: general – SubjectFull: Intergenerational Programs Type: general – SubjectFull: Literacy Education Type: general – SubjectFull: Parent Student Relationship Type: general – SubjectFull: Program Effectiveness Type: general – SubjectFull: Reading Aloud to Others Type: general – SubjectFull: Reading Skills Type: general – SubjectFull: Writing Skills Type: general Titles: – TitleFull: An Intergenerational Approach to Literacy: Effects on the Literacy Learning of Adults and on the Practice of Family Literacy. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Paratore, Jeanne R. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Type: published Y: 1992 |
| ResultId | 1 |
