Characteristics of Family Literacy Programmes That Improve Child Literacy, Behaviour and Parenting Skills

Autor/inn/en	Terlitsky, Amy Bowlin; Wilkins, Julia
Titel	Characteristics of Family Literacy Programmes That Improve Child Literacy, Behaviour and Parenting Skills
Quelle	In: International Journal of Pedagogies and Learning, 10 (2015) 2, S.121-138 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1833-4105
DOI	10.1080/22040552.2015.1113846
Schlagwörter	Family Literacy; Literacy Education; Behavior Problems; Child Behavior; Intervention; Parenting Skills; Behavior Modification; Child Rearing; Program Effectiveness; Literature Reviews; Self Efficacy; Reading Difficulties; Family Environment; Home Visits; Scaffolding (Teaching Technique); Teaching Methods + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Kindererziehung; Self-efficacy; Selbstwirksamkeit; Reading difficulty; Leseschwierigkeit; Familienmilieu; Hausbesuch; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Children who struggle with reading, a critical component of literacy, may exhibit behavioural problems. Having difficulties in both literacy and behaviour increases children's risk of poor educational outcomes. We reviewed 82 studies of family literacy programmes and identified 15 empirical studies that reported positive child outcomes related to both literacy and behaviour. All parent participants were characterized by low levels of education and marginalization. These studies indicated that improvements in children's literacy and behaviour were influenced by parents' enhanced child-rearing skills and participation in literacy activities at home. As parents gained confidence in their abilities to help their children, they were more likely to become involved in their children's education, which in turn resulted in children's greater literacy advancement and positive behavioural activity. The studies were conducted in 11 different countries and indicated cross-cultural consistency in beneficial outcomes for parents and children who participated in family literacy programmes. Based on these findings, we present a model to demonstrate the positive cyclical effects of family literacy programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01