Research About Family Literacy
LINCS Special Collections include research resources that support evidence-based education. Evidence-based education is described by Grover Whitehurst, the Director of the Institute for Educational Sciences, as “the integration of professional wisdom with the best available empirical evidence in making decisions about how to deliver instruction” where professional wisdom is “the judgment individuals acquire through experience” and empirical evidence is “scientifically-based research” and “empirical data on performance used to compare, evaluate and monitor progress” (Whitehurst, 2002). This research page provides access to current scientifically-based research in LINCS Special Collections’ various content areas. In support of evidence-based education, this page provides access to three guides for understanding and using research, four places to look for new research in adult education and literacy, plus recommendations of the best research currently available in the field of Family Literacy.
Four useful guides to understanding and using research:
Professional wisdom grows and changes in response to the melding of continued experience and new research. Four places to look for new research in adult education and literacy are:
| National Center for the Study of Adult Learning and Literacy (NCSALL): Through rigorous, high quality research, NCSALL seeks to increase knowledge and give those teaching, managing, and setting policy in adult literacy education a sound basis for making decisions. NCSALL is also a leader in designing innovative professional development programs and in building support for research use (see Establishing an Evidence-based Adult Education System). The quarterly publication of NCSALL, Focus on Basics, is a source of research and shared professional wisdom written for the practitioner. |
NCAL's Current Research and Development Projects aim to improve understanding of youth and adult learning, foster innovation and increase effectiveness in youth and adult basic education and literacy work, and expand access to information and build capacity for literacy and basic skills service provision. |
| Adult Literacy Research Network, using $18.5 million in grants from the National Institute for Literacy (NIFL), Office of Vocational and Adult Education of the US Department of Education, and the National Institute of Child Health and Human Development (NICHD) at the National Institutes of Health, will fund six individual research projects focused on adult literacy instruction. All six of the funded studies will employ experimental or quasi-experimental designs, one including a neuroimaging component. |
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Featured Resources in Family Literacy Research
Family Literacy
Characteristics of Effective Family Literacy Programs in Michigan
http://www.literacyonline.org/products/ncal/pdf/TR9607.pdf
"The purpose of this study was to identify popular models and practices in contemporary family literacy programs in Michigan and to document how programs adapt their instruction and services to the special needs of their participants."
The Goodling Institute for Research in Family Literacy
http://www.ed.psu.edu/goodlinginstitute/
"The Goodling Institute, housed within The Pennsylvania State University's College of Education, works collaboratively with the College's Institute for the Study of Adult Literacy and the National Center for family Literacy (NCFL) in Louisville, Kentucky to improve family literacy education through research and its application to practice and professional development.
The Goodling institute had also established a Certificate in Family Literacy to be offered via distance learning through the Penn State World Campus. This Certificate has been developed collaboratively with the National Center for Family Literacy and Institute for the Study of Adult Literacy and integrates research findings and best practices identified through research efforts."
Literacy Facts and Figures - National Center for Family Literacy
http://www.famlit.org/Resources/Research/index.cfm
This is "a compendium of statistical indicators and research findings that relate to literacy as well as other educational and social conditions."
Promising Practices Network (PNN)
http://www.promisingpractices.net/
"The Promising Practices Network (PPN) web site highlights programs and practices that credible research indicates are effective in improving outcomes for children, youth, and families. The information offered is organized around three major areas: proven and promising programs, research in brief, and strengthening service delivery."
Research Link/Family Literacy
http://www.ascd.org/portal/site/ascd/menuitem.459dee008f99653fb85516f762108a0c/
This article from Educational Leadership presents research based information about the benefits of family literacy. To view the article, scroll down to Volume 61 and click on March 2004, then scroll down to almost the bottom of the resulting page for the link to the article.
Taking a Closer Look: A Guide to Online Resources on Family Involvement
http://www.gse.harvard.edu/~hfrptest/content/projects/fine/resources/guide/resource_guide.pdf
This is a resource guide that contains annotated Web links to recent (published in and after 2000) research, information, and tools about family involvement which covers resources about parenting practices to support children's learning and development, home-school relationships, parent leadership development, and collective engagement for school improvement and reform. Resource Guide sections include: Knowledge Development, Professional Development, Standards, Programs, Tools, Convening, Special Initiatives, Appendix: Resource Guide Organizations.
Using Evaluation Data to Document the Value of Even Start Family Literacy Programs
http://www-tcall.tamu.edu/research/esevaldata03.htmll
The purpose of this site is to show the value of using standardized tests or alternative assessment tools for assessing literacy skills in family literacy programs, and to share how both formal and informal assessments can be used to gauge overall program quality. This site covers the PLS-3 for children, the (BEST) for parents, the TABE for parents, The Home Observation for Measurement of the Environment (HOME) Inventory and the Adult and Adolescent Parenting Inventory (AAPI-2.) Informal assessments such as the oral interview, surveys, and program observations are also summarized.
Windows of Opportunity in Early Learning
http://www-tcall.tamu.edu/newsletr/june04/june04f.htm
The "Showcase of Innovative Practice" makes this site worth a visit. Topics include:Research in Action: Teachers, Projects, and TechnologyLights, Camera, Active Learning! Enhancing ESL Instruction Through Video Projects, What's New at TWC: Upcoming Forum on Addressing the Needs of Adults with Limited English Proficiency, and Research-Based Professional Development for Adult Educators.
Reading: Adults
Affecting Change in the Literacy Practice of Adult Learners: Impact of Two Dimensions of Instruction.
http://www.ncsall.net/index.php?id=89
Scroll down for the link to this resource. The two instructional dimensions investigated were (a) degree of authenticity of the activities and texts employed in the literacy class and (b) degree of teacher/student collaboration around activities, texts, assessments, and program governance. The construct of authenticity for this study was defined as those literacy activities and purposes used by people in their lives, excluding those that are structured solely around learning to read and write in school settings.
The Partnership for Reading: Adult Education Reading Instruction
http://novel.nifl.gov/partnershipforreading/adult_reading/adult_reading.html
This site includes evidenced-based practices for teaching reading to adults in adult basic education and family literacy programs. As parents improve their literacy , they are better able to engage with their children in literacy related activities.
Research-Based Principles for Adult Basic Education Reading Instruction
http://www.nifl.gov/partnershipforreading/publications/adult.html
This document contains the best information available about how adults learn to read. This information can be used by Family Literacy practitioners who are helping parents improve their literacy skills.
Review of Adult Learning and Literacy
http://www.ncsall.net/index.php?id=493
Taking Literacy Skills Home
http://www.ncsall.net/?id=286
Research finds that use of authentic reading materials in class increases learners' out-of-class literacy activities.
Reading: Children
Emergent Literacy: Curricular and Instructional Implications for Diverse Learners
Barbara K. Gunn, Deborah C. Simmons, Edward J. Kameenui
http://idea.uoregon.edu/~ncite/documents/techrep/tech20.html
In this review of the emergent literacy literature, we identified areas of emerging evidence that have instructional implications for teaching beginning reading to students with diverse literacy experiences and learning needs. We attempt to connect research and practice by responding to two focal questions: (a) What are the research-based "big ideas," or instructional priorities, for emergent literacy? and, (b) For those instructional priorities, what is the existing research evidence regarding curriculum design?
No Child Left Behind: A Parents Guide
http://www.ed.gov/parents/academic/involve/nclbguide/parentsguide.html
The guide provides parents and caregivers information on the No Child Left Behind Act and what it means for their children. Another link on this page takes the reader to "Ten Facts Every Parent Should Know About the No Child Left Behind Act". The Parents Guide and the Ten Facts are both available in Spanish.
No Child Left Behind: A Toolkit for Teachers
http://www.ed.gov/teachers/nclbguide/index2.html
Teachers can find the "Took Kit for Teachers" and information on data driven decision making at this site.
The Partnership for Reading: Early Childhood Resources
http://www.nifl.gov/partnershipforreading/publications/earlychildhood.html
Practitioners who teach in the Early Childhood Education component of Family Literacy Programs will find research based resources for their own use and to share with parents.
The Partnership for Reading: Research Database
http://www.nifl.gov/cgi-bin/pfr/search.cgi
The Partnership for reading has assembled a database containing abstracts of high quality reading research on children. The database can be searched by topic, author or keyword.
Teaching Children to Read: Report of the National Reading Panel
http://www.nationalreadingpanel.org/Publications/subgroups.htm
This comprehensive report explains the methodology and scientific research used by the National Reading Panel (NRP) in its effort to assess the best ways to teach children to read.
Computers, Play and Learning
These studies show that using computers and having fun can help kids learn.
The Educational Benefits of Videogames
Dr Mark Griffiths
Education and Health Vol. 20 No.3, 2002
http://www.sheu.org.uk/publications/eh/eh203mg.pdf
Videogames have great positive potential in addition to their entertainment value and there
has been considerable success when games are designed to address a specific problem or to teach a certain skill.
The Learning Value Of Computer-Based Instruction Of Early Reading Skills
D. Mioduser, H. Tur-Kaspa & I. Leitner
Journal of Computer Assisted Learning Volume 16 Issue 1 Page 54 - March 2000
http://www.blackwell-synergy.com/links/doi/10.1046/j.1365-2729.2000.00115.x/full/
This study examined the unique contribution of computer-based instruction when compared with more conventional modes of instruction (i.e. teacher instruction with textbooks) to early reading skills acquisition, as well as the effects of specific features of computer technology on early reading skills performance.
Playing "better than lessons"
http://news.bbc.co.uk/1/hi/education/4456131.stm
Young children can learn more if they are allowed to play in the sand at school, rather than sitting still in formal lessons, suggests research.
Scaffolding
Scaffolding
http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1scaf.htm
How teachers interact with students as they complete a task is important to the students' ability to perform the activity. Scaffolding is an instructional technique whereby the teacher models the desired learning strategy or task, then gradually shifts responsibility to the students.
Understanding Scaffolding and the ZPD in Educational Research
Irina Verenikina
http://www.aare.edu.au/03pap/ver03682.pdf
This paper examines the ways that scaffolding has been interpreted, defined and implemented in educational research. The definitions and explanations of scaffolding in modern texts on educational psychology for pre-service teachers are also reviewed. The ways that different aspects of the concept of the zone of proximal development have been reflected and utilized are analyzed
Scaffolding Approach
http://www.dfes.gov.uk/curriculum_literacy/tree/speaklisten/listenrespond/accessguidance/3/
A short description of scaffolding.
Please check back as we continue to add scientifically based research to this section
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