TY - JOUR
T1 - A collaborative family literacy program
T2 - The effects on children's motivation and literacy achievement
AU - Morrow, Lesley Mandel
AU - Young, John
PY - 1997
Y1 - 1997
N2 - The purpose of the study was to bridge home and school literacy contexts by involving families in literacy activities with their children to enhance children's achievement and interest in reading and writing. The literature-based school program included, literacy centers in classrooms, teacher modelled literature activities, and writing and reading appreciation periods called WRAP Time when children worked on literacy activities in a social context. The home program had similar features with parents and children engaging in storybook reading, recording very own words from the environment, writing journals, storytelling and the use of Highlights for Childrera magazine. Monthly meetings with parents and children allowed for, sharing ideas, finding out what parents and children wanted to learn, and the opportunity for families to work together. The program was carried out in an urban school district which included African-American and Latino families of children in the first grade. Pre- and posttests were administered to determine growth in achievement and interest in reading. The achievement and motivation data demonstrated a significant difference in favor of the children in the family program. Success was attributed to the collaboration and shaping of the program by parents, teachers, and children in an atmosphere of mutual respect.
AB - The purpose of the study was to bridge home and school literacy contexts by involving families in literacy activities with their children to enhance children's achievement and interest in reading and writing. The literature-based school program included, literacy centers in classrooms, teacher modelled literature activities, and writing and reading appreciation periods called WRAP Time when children worked on literacy activities in a social context. The home program had similar features with parents and children engaging in storybook reading, recording very own words from the environment, writing journals, storytelling and the use of Highlights for Childrera magazine. Monthly meetings with parents and children allowed for, sharing ideas, finding out what parents and children wanted to learn, and the opportunity for families to work together. The program was carried out in an urban school district which included African-American and Latino families of children in the first grade. Pre- and posttests were administered to determine growth in achievement and interest in reading. The achievement and motivation data demonstrated a significant difference in favor of the children in the family program. Success was attributed to the collaboration and shaping of the program by parents, teachers, and children in an atmosphere of mutual respect.
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U2 - https://doi.org/10.1080/0300443971270103
DO - https://doi.org/10.1080/0300443971270103
M3 - Article
SN - 0300-4430
VL - 127
SP - 13
EP - 25
JO - Early Child Development and Care
JF - Early Child Development and Care
IS - 1
ER -