Beyond Tokenism: Parents as Partners in Literacy Training.

Autor/inn/en	Cairney, Trevor H.; Munsie, Lynne
Titel	Beyond Tokenism: Parents as Partners in Literacy Training.
Quelle	(1993), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Children; Early Childhood Education; Foreign Countries; Literacy Education; Parent Child Relationship; Parent Education; Parents; Peer Teaching; Program Descriptions; Program Evaluation; Reading Material Selection; Self Esteem; State Programs; Tutorial Programs; Tutoring; Australia + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Parents education; Elternbildung; Elternschule; Eltern; Peer group teaching; Peer Group Teaching; Programme evaluation; Programmevaluation; Self-esteem; Selbstaufmerksamkeit; Regierungsprogramm; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Förderkonzept; Nachhilfeunterricht; Australien
Abstract	The Talk to a Literacy Learner (TTALL) program was developed in response to a New South Wales (Australia) government initiative, and is designed to focus on parents and the strategies they use to interact with their children as they read and write. An 8-week parent workshop on literacy development and a community tutor program trained selected workshop participants to act as tutors to other parents. Twenty-five parents, most of whom did not have a high school degree, and their 34 children who took part in the 8-week workshop were evaluated based upon pre- and posttest surveys, pre- and postworkshop interviews, videotape recordings, field note data, and group interviews. A further 75 students were selected from all classes within Lethbridge Park Elementary School to serve as control subjects. It was found that the TTALL program: (1) positively affected parent-child interaction; (2) offered parents new literacy strategies; (3) helped parents choose resource materials and books more effectively; (4) increased parents self-esteem; and (5) increased children's literacy performance levels, attitudes, and interests. Fifteen workshop graduates took part in the community tutor training program, and began tutoring 30 parents after the completion of their training. An evaluation of the tutoring experience found that both tutors and parents gained self-esteem and literacy skills. (MDM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC