A Review of the Research Evidence Underpinning Partners in Literacy

Autor/inn/en	Mottram, Emily; McCoy, Emily
Institution	National Literacy Trust (England)
Titel	A Review of the Research Evidence Underpinning Partners in Literacy
Quelle	(2010), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Models; Intervention; Family Characteristics; Parent Participation; Academic Achievement; Parent School Relationship; Literature Reviews; Evidence; Research Reports; Family Environment; Predictor Variables; Correlation; Definitions; Classification; Partnerships in Education; Literacy; Family Programs; Young Children; Family Role; Parent Role; Family Influence; Parent Influence; Early Experience; Incidental Learning; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Analogiemodell; Elternmitwirkung; Schulleistung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Evidenz; Research report; Forschungsbericht; Familienmilieu; Prädiktor; Korrelation; Begriffsbestimmung; Classification system; Klassifikation; Klassifikationssystem; Hochschulpartnerschaft; Alphabetisierung; Schreib- und Lesefähigkeit; Family program; Familienprogramm; Frühe Kindheit; Parental role; Elternrolle; Frühbeginn; Inzidentelles Lernen; Großbritannien
Abstract	In the last three decades, several strands of research have produced compelling evidence justifying a focus on the family with a particular emphasis on early years in order to raise literacy standards. Partners in Literacy is an evidence-based model which is built on these key research findings, these are: (1) Families and parents are critical to children's attainment. Parental involvement in their child's literacy practices positively affects children's academic performance and is a more powerful force for academic success than other family background variables, such as social class, family size and level of parental education; (2) The home is crucial. Parents have the greatest influence on the achievement of young people through supporting their learning in the home rather than supporting activities in school; and (3) Early intervention is vital. The earlier parents become involved in their children's literacy practices, the more profound the results and the longer-lasting the effects. Children learn long before they enter formal education. This paper looks in detail at the range of research underpinning the Partners in Literacy (PiL) model. (Contains 4 figures and 9 footnotes.) [This document was originally written by Angelica Bonci in 2008.] (ERIC).
Anmerkungen	National Literacy Trust. Swire House, 59 Buckingham Gate, London, SW1E 6AJ, UK. Tel: +44-2078-282435; Fax: +44-2079-319986; e-mail: contact@literacytrust.org.uk; Web site: http://www.literacytrust.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10