Chapter 1
- Family Literacy
Section One: What is Family
Literacy?
This
chapter includes discussion about what family literacy is and what forms it has
taken. Excerpts and references to legislation that govern family literacy are
provided. You will also find print and web resources for further exploration.
Overview
Before
examining the concept of family literacy, we must understand what it means to
be a literate adult today. In the 1998 Adult Education and Family Literacy Act,
the US Congress defines adult literacy as “an individual’s ability to read,
write, and speak in English, compute and solve problems, at levels of
proficiency necessary to function on the job, in the family, and in
society.” With this definition, the
traditional emphasis on reading, writing and speaking English and on
computation skills has shifted to the application of these skills in the
workplace and community and the use of information to solve problems.
For
the past 30 years, parent involvement in children’s education has been
expanding. School programs like Reading Is Fundamental (RIF) and Title I, which
were originally designed for school-age children, have incorporated programs
for families. Head Start demonstrated that parents’ participation produced
greater school success than programs without parent involvement. The PACE/Kenan
project in
It
is not surprising, then, that family literacy means different things to
different people. Family literacy refers to the interactions of parents
and children using language—talking, playing, exploring, limiting, soothing,
explaining, encouraging, and nurturing. With the support of the adults in his
or her life, a child learns to navigate his or her world with the help of
language, acquiring limits and self-control, making choices and solving
problems, communicating needs to others, developing emotional ties to parents
and siblings, and responding to the print environment surrounding him or her.
In recent decades, the locus of emergent literacy has shifted from
learning to read in the first grade to preschool interactions in the home environment and from
the first-grade teacher to the parent as first teacher.
A
second use of the term family literacy applies to the federally funded
programs developed to support intergenerational education for at-risk,
low-literacy families—programs such as Head Start, Even Start, ABLE, and Title
I. The legislation authorizing these programs contains a uniform definition of family
literacy that entails four components:
adult basic education to improve basic skills, prepare for the General
Educational Development certificates (GED), and to learn workplace skills that
leads to economic self-sufficiency
early childhood education for preschool and school-age children to help
them prepare for success in school and life experiences
parent education in which parents and caregivers discuss parenting
practices and the importance of literacy experiences in the home
parent and child together time (PACT) for adults and children to practice
literacy activities together.
While
improving their reading, writing and math skills, parents have an opportunity
to practice language strategies with their children in areas such as storybook
reading, discipline, and play and exploration. These skills are integrated into
units arising from family issues, citizenship, and workforce readiness.
Parents,
children, and communities benefit from family literacy programs. Not only do
individual literacy skills of parents and children improve but social skills
increase and families place higher values on education. Parents’ expectations
of their children change as they learn more about the continuum of child
development. Parents become more involved in their children’s schools as they
better understand new educational approaches and recognize the important role
they have as partners with teachers in their children’s education.
For
more information on the research about benefits of family literacy programs see
Family Literacy: Who Benefits at http://literacy.kent.edu/Oasis/Pubs/WhoBenefits2003.pdf
Family
literacy,
whether spontaneous or promoted by formal programs, is a process of
incorporating the spoken and written word into meaningful activities within the
family unit. This becomes the legacy of language practices that passes from one
generation to the next.
Legislation
Legislation that defines and funds family literacy
programs is found in the following governmental agencies and departments:
Elementary
and Secondary Education Act (ESEA) Programs (No Child Left Behind)
Title I, Part A
Reading First (Title I, Part B, Subpart 1)
Early Reading First (Title I, Part B, Subpart 2)
Even Start, Migrant Even Start and Indian Even Start (Title
I, Part B, Subpart 3)
Even Start Statewide Family Literacy Initiative Grants
Education of Migratory Children (Title I, Part C)
State and Local Technology Grants (Title II, Part D, Subpart
1)
Ready to Learn Television (Title II, Part D, Subpart 3)
Grants and Subgrants for English Language Instruction (Title
III, Part A)
21st Century Community Learning Centers (Title
IV, Part B)
Local Innovative Education Programs (Title V, Part A)
Community Technology Centers (Title V, Part D, Subpart 11)
Indian Education (Title Vii, Part A)
Native Hawaiian Education (Title Vii, Part B)
Adult
Education and Family Literacy Act (Workforce Investment Act, Title II)
Federal
Work-Study Program (Higher Education Act)
Family
And Child Education (FACE) Program
Head
Start, Early Head Start, Migrant Head Start, and Indian Head Start (Head Start
Act)
Community
Services Block Grant (Community Services Block Grant Act)
Temporary
Assistance for Needy Families (TANF) (Title I, PRWORA)
Neighborhood
Networks Program
Resident
Technology
Opportunities Program
Departments
of Adult Education and Early Childhood Education
Departments
of Human Services, Social Services and Labor
State
Library Programs
Source:
Handout from presentation “Tips for Advocacy,” Tony Peyton, NCFL, Ohio ECE
Conference, Nov. 2004.
Federal
Web Sites for Legislative Information
The White House http://www.whitehouse.gov
United States House of Representatives http://www.house.gov
Federal Register http://www.archives.gov/federal_register/
Thomas http://thomas.loc.gov/
State
Web Sites for Legislative Information
Ohio House of Representatives http://www.house.state.oh.us
Ohio Legislature with bill search http://www.legislature.state.oh.us
Definitions
The
legislative definitions of literacy can be found in several different bills.
The
National Literacy Act of 1991
Literacy is an individual’s
ability to read, write and speak in English and compute and solve problems at
levels of proficiency necessary to function in the job and in society, to achieve
one’s goals and to develop one’s knowledge and potential.
Even
Start Family Literacy
It is the purpose of this
part to help break the cycle of poverty and illiteracy by improving the
educational opportunities of the nation’s low-income families by integrating
early childhood education, adult literacy or adult basic education, and
parenting education into a unified family literacy program to be referred to as
Even Start. The program shall:
(1) be
implemented through cooperative projects that build on existing community
resources to create a new range of services
(2) promote
achievement of the National Education Goals and
(3) assist
children and adults from low-income families to achieve challenging state
content standards and challenging state student performance standards.
(Federal definition in the
Even Start legislation, Part B, Title I of Elementary and Secondary Education
Act).
H.R. 1385, passed by the
House in 1997
The term family literacy
services means services provided to participants on a voluntary basis that
are of sufficient intensity in terms of hours, and of sufficient duration, to
make sustainable changes in a family (such as eliminating or reducing welfare
dependency) and that integrate all of the following activities:
A) Interactive literacy activities between
parents and their children.
B) Equipping parents to partner with their
children in learning.
C) Parent literacy training that leads to
economic self-sufficiency.
D) Appropriate instruction for children of
parents receiving parent literacy services.
Several
states have developed definitions for family literacy.
Families are the center of
our communities. Parents are their children’s first and most influential
teachers. Family literacy is an approach to intergenerational learning focused
on the whole family and the whole person within the family. This approach
builds on the family’s culture and traditions. Family literacy can range from
parent (and/or other significant adult) and child interaction to more intense,
comprehensive programming. Comprehensive family literacy program delivery
involves the integration of four components: adult literacy and employability
skills; developmentally appropriate early childhood and/or school-age
educational assistance; parent education and support; and positive adult and
child interaction. The primary goals of comprehensive family literacy programs
are:
• to help parents become economically
self-sufficient
• to improve basic literacy skills of
parents, other significant adults, and children
• to increase parents’ involvement in their
children’s education
• to enhance children’s development, school
readiness, and school success
• to enhance parenting (and/or caregiving)
skills
• to enhance parent (and/or other significant
adult) and child relationships
Family literacy programs
are unique to each community. Using existing resources, local organizations
collaborate to provide the integrated learning and support services that
promote literacy and lifelong learning skills for family success.
Family literacy is
coordinated learning among different generations in the same family which helps
both adults and children reach their full personal, social, and economic
potential.
Office of Adult Education,
Colorado Department of Education, 1992
Family literacy is an
approach to intergenerational learning focused on the family. It acknowledges
family and culture as the foundation of learning for the child. Family literacy
recognizes the parent as the child’s first teacher and the literacy of the
parent as crucial to the development of the literacy of the child. Family
literacy provides instruction to enrich the home environment through
interactive, intergenerational learning that models, supports, values and
promotes literacy and lifelong learning skills.
In
A national organization
involved in family literacy contributed this definition.
International Reading
Association Family Literacy Commission
Family literacy encompasses
the ways parents, children, and extended family members use literacy at home
and in their community. Family literacy may be initiated purposefully by a
parent, or may occur spontaneously as parents and children go about the business
of their daily lives. Family literacy activities may be initiated by outside
institutions or agencies. These activities are often intended to support the
acquisition and development of school-like literacy behaviors of parents,
children, and families.
(1994). Family literacy: New perspectives, new
opportunities.
The LINCS Family Literacy
Collection Home Page http://literacy.kent.edu/Midwest/Familylit/whatis.html
The family constitutes a
context of informal education, a base from which members seek formal education,
and should provide a supportive environment for learning. Literacy has a
dramatic effect on the dissemination of ideas and the ability of families to
adopt new approaches, technologies and forms of organization conducive to
positive social change. Often affected by early school leaving or dropping out,
literacy is a prime conditioner of the ability of families to adapt, survive
and even thrive in rapidly changing circumstances....
(U.N. Statement on Family
Literacy)
Family literacy is an
umbrella term often used to describe a wide array of programs involving family
members and literacy activities. The nature and intensity of services can span
a wide range, from once-a-month library reading events to programs that offer
daily, direct educational services to both parents (or caregivers) and
children. We apply the term to comprehensive programs that: 1) work with
at-risk families, 2) have broad goals, 3) offer multifaceted services that
meet educational and other-than-educational needs of both parents and children,
and 4) provide intensive, long-term program services.
The goals of a comprehensive
family literacy program focus primarily on the adults in the program. Research
supports the premise that changes in the attitudes and behaviors of parents
will affect changes in their children. While individual programs may vary, the
goals of most family literacy programs include the following:
• to
enhance the educational level of parents or provide English language
instruction.
• to help
parents gain the motivation, skills, and knowledge needed to become employed or
pursue further education or training.
• to enhance the parenting skills of adult
participants.
• to enable parents to become familiar with
and comfortable in school settings.
• to
increase the developmental skills of preschool children and to better prepare
them for academic and social success in school.
• to
enhance the interaction(s) between parents and children through planned,
regular joint activities. (p. 5)
(1997). The Family literacy answer book.
Barbara Bush Foundation for
Family Literacy
Family literacy programs
are characterized by literacy and parenting education for adults, pre-reading
and other literacy activities for children, time for parents to use their newly
acquired skills with their children.
Many education scholars
have also articulated definitions of family literacy.
This definition includes,
but is not limited to, direct parent-child interactions around literacy tasks: reading with and/or
listening to children; talking about and giving and receiving support for
homework and school concerns; engaging in other activities with children that
involve literacy (such as cooking, writing notes, and so on). Equally
important, however, are the following, often neglected, aspects of family
literacy work:
1. Parents
working independently on reading and writing. On the most basic level, just by
developing their own literacy, parents contribute to family literacy; as
parents become less dependent on children, the burden shifts and children are
freer to develop in their own ways.
2. Using literacy to address family
and community problems. Dealing with issues such as immigration, employment, or
housing through literacy work makes it possible for literacy to become socially
significant in parents’ lives; by extension it models the use of literacy as an
integral part of daily life for children.
3. Parents addressing
child-rearing concerns through family literacy class. By providing mutual
support and a safe forum for dialogue, parents can share and develop their own
strategies for dealing with issues such as teenage sex, drugs, discipline, and
children’s attitudes toward language choice.
4. Supporting the development of
the home language and culture. As parents contribute to the development of the
home language and culture, they build the foundation for their children’s
academic achievement, positive self-concept, and appreciation for their
multicultural heritage. By valuing and building on parents’ strengths, the
status of those strengths is enhanced.
5. Interacting with the school
system. The classroom becomes a place where parents can bring school-related
issues and develop the ability to understand and respond to them. They can
explore their attitudes toward their own and their children’s school
experiences. They can assess what they see and determine their responses,
rehearse interactions with school personnel, and develop support networks for
individual and group advocacy.
Auerbach, E. (1989). Toward
a socio-contextual approach to family literacy. Harvard Educational Review, 59, 165-181.
Primarily, two frameworks
may inform the design of family literacy intervention models. Some programs
focus on helping the family support the development of skills and behaviors
required in the children’s classroom, leading to parent-child activities that
follow a school-based model of literacy acquisition. Other programs aim to
extend emerging literacy skills by embedding learning within families’ everyday
literacy practices and interactions, even if their purposes or circumstances
are different from those of formal school-based learning contexts. (p. 9)
Gal,
Family literacy is not
about changing people; it is about offering choices and opportunities for
families. Parents come to family literacy programs with rich histories and
experiences that should be honored and used in program development. Family
literacy learning is a matter of “small wins.” Family literacy is about
providing context, resources, and opportunities for families to demonstrate
what they already know and can already do. Family literacy programs MUST
respond to parents’ needs and interests. Family literacy is about power.
Neuman, S.B. (1997,
November). Family literacy: A social
constructivist perspective. Presented at the meeting of the College Reading
Association,
Family literacy programs
differ from traditional adult literacy programs in that they are designed to
maximize the probability that adults who receive literacy
education will actually
succeed in transferring aspects of their new beliefs,
attitudes, knowledge, and
skills intergenerationally to their children. (p. 24)
Sticht, T. G. (1995,
November/December). Adult education for family literacy. Adult Learning, 23-24.
Although not definitions in
the strict sense, this information may be useful as you work to help others
understand the family literacy concept.
Emerging research studies
assert that children’s motivation to succeed in school is influenced by the
educational achievement of their parents. Cognitive science stresses the impact
of the family and social environment on cognitive development and literacy
acquisition of children. Parental involvement in their children’s schools
influences student achievement, attendance, motivation, self concept and
behavior. Parents who read to their children, have books in their
home, exhibit a positive
attitude toward school and establish high achievement goals for children tend
to have higher achievers than parents who do not.
Fact Sheet: Family Literacy.
A salient finding from two
decades of research on early childhood intervention programs is that, aside
from the influence of a child’s own years of education, the variable that has
remained most consistently influential in children’s educational achievement
has been parental education levels. Briefly, what has been discovered is that,
as a general trend, the more highly educated the parents, the greater will be
the success in providing primary education to children.
Van Fossen, S., & Sticht, T. (1991). Teach the
mother and reach the child.
Nearly 13 million children
live in poverty, more than 2 million more than a decade ago.
At least one of six
children has no health care at all.
At least 100,000 children
are homeless in
Each year 500,000 young
people drop out of school.
Dropouts are 3.5 times more
likely than high school graduates to be arrested; 6 times more likely to become
unwed parents.
Every year, approximately 1
million teenage girls become pregnant.
The percent of all births
to single teens increased 16 percent from 1986 to 1991.
Stallings, Jane A. (April
1995) American Educational Research Association. School-Linked Comprehensive Services for Children and Families.
AERA President’s remarks. pp. xi-xii.
The family literacy concept
makes explicit what has been implicitly understood, and recognizes the family
as an institution for education and learning and the role of parents as their
children’s first teachers. The starting point for the development of human
resources within a culture is the family. Families provide an intergenerational
transfer of language, thought, and values to the minds of their newborn infants
and throughout the formative years of their children’s lives. Families provide
initial guidance in learning to use the cultural tools that will be valued and
rewarded within the culture. Families interpret the culture for their children,
and they mediate the understanding, use, and value placed on the cultural tools
for learning and education, of which the capstone tools are language and
literacy. (p. 24) Due to the intergenerational transfer of cognitive skills,
including language and literacy, an investment in the literacy education of
adults provides “double duty dollars.” It improves the educational level of
adults and simultaneously improves the educability and school success of the
adults’ children. (p. 24)
Better-educated parents
send children to school better prepared to learn, with higher levels of
language skills, and knowledge about books, pencils, and other literacy tools
needed for school and life. Better educated mothers have healthier babies,
smaller families, children better prepared to start school, and children who
stay in school and learn more. (p. 24)
Sticht, Thomas G. (1995,
November/December). Adult education for family literacy. Adult Learning, pp. 23-24.
Long-term
following:
- Fifty-one percent of adults
participating in family literacy programs earned their GED or the
equivalent.
- Forty-three percent became employed,
compared with 14% before enrolling.
- Thirteen percent enrolled in higher
education or training programs and another 11% continued in GED programs.
- Twenty-three percent of those who were
on public assistance when they enrolled are now self-sufficient.
National Institute for
Literacy. Fact sheet: Family literacy.
Family Literacy Web
Resources
Canada’s National Adult
Literacy Database has a Family Literacy resource section, which provides many materials
that can be downloaded. Some of the
items available on this site include guides, handbooks and magazines. Scroll
down and locate the link titled Family Literacy Materials to locate the
resource section.
The Center for Adult English
Language Acquisition, supported
by the Center for Applied Linguistics, Abt Associates, American Institutes for
Research (AIR) and World Education, provides workshops, technical assistance,
research information, and a web site with resources for EL Civics, health
literacy, best practices, and fact sheets about English language learning.
Educational Development Center (EDC) contains several online resources such as
publications, articles, and Web pages on Adult and Family Literacy.
http://www.floridatechnet.org/FamLiteracy/guide/
Florida Family Literacy
Resource Guide Website: This comprehensive website is jam-packed with
excellent resources.
http://www.ed.psu.edu/goodlinginstitute/
Specializing in family literacy research, The Goodling Institute directs
the searcher to 1) an annotated bibliography of family literacy research
alphabetized by author and identified by category; 2) an agenda of research
issues; 3) professional development courses at
The National Center of Applied
Linguistics offers information and materials around
language and cultural issues from K-12 to adult.
The National Center for
the Study of Adult Learning and Literacy (NCSALL) site highlights research, publications,
teaching and training (Circle Study Guides), and issues of Focus on Basics publications that can be downloaded free of charge.
Ohio Literacy Resource
Center contains many resources for
family literacy, three of which are: Family Literacy Resource Notebook http://literacy.kent.edu/Oasis/famlitnotebook/,
The LINCS Special Collection on
Family Literacy, http://literacy.kent.edu/Midwest/FamilyLit/,
and Eureka!, http://literacy.kent.edu/eureka/
, searchable database of books, teaching strategies, web sites, and lesson
plans. The Family Literacy
Resource Notebook contains information for family literacy providers and
organizations who are interested in learning more about family literacy.
Digests, fact sheets, and monographs going back to
1966 are now available on the Education Resources Information Center (ERIC) site.
http://www.nifl.gov/lincs/search/search.html
The Literacy Information and Communication System
(LINCS) has
a search capability with five options: Materials, both research and curricular;
Global for web sites in the LINCS network;
The
Section Two: What
Does Family Literacy Look Like?
Family literacy describes a
variety of activities that range from a parent reading and discussing a story
with a child to a formal program with many coordinated services to help both
adults and their children. Many organizations offer activities involving
parents and children without realizing that they are involved in family
literacy. For example, some hospitals and clinics utilize waiting rooms as a
place to convey oral and printed information on nutrition, health, and hygiene
for parents and their children while providing toys and books for the children.
These are family literacy activities that could become a program with the
addition of a defined goal and some leadership direction. No two programs look
alike. Family literacy takes place in libraries, community centers, workplace
sites, and jails as well as in school classrooms. In order to recognize family
literacy in its many forms, descriptions of several programs are included in
this chapter with information on how to contact them for more details.
Proliteracy, formed by the
merger of two national tutoring programs—Laubach and Literacy Volunteers of
America—has incorporated family literacy components in some local programs.
Information about
Proliteracy can be found at http://www.proliteracy.org.
Project: LEARN of
Project: LEARN attempted to
incorporate the families of learners in a family literacy component called
L.I.F.T. (Literacy Involves Family Togetherness). Students brought their
children aged 3-12 to class with them, and a special area was set up in the
Project: LEARN center. The children participated in facilitated learning
activities while their parents were tutored. After tutoring, parents joined the
children for PACT (Parent and Child Together) activities. They were also given
activities to do at home.
Unfortunately, the L.I.F.T.
program did not last long. One reason was space limitations. The exuberant
children were distracting to the tutoring lessons going on in the same area.
Another reason was a lack of funding for a facilitator. (The project had
originally been set up by VISTAs—Volunteers in Service to
To contact Project: LEARN
of
Though family literacy can
be defined in many ways, the clearest “picture” one could draw would be one of
a parent and child reading together.
To learn more about the
Reading Is Fundamental program visit their website at: http://www.rif.org
F.Li.P. (Family Literacy
Project) was a successful family literacy program implemented at
The
Secretary of State in
http://www.cyberdriveillinois.com/departments/library/whats_new/frn.html
Even though inmates are
usually separated from their families, innovative family literacy programs have
begun to appear in penal institutions.
Bringing Family Literacy to Incarcerated Settings: An Instructional
Guide
http://www.nald.ca/fulltext/hudson/bringing/cover.htm
The significant pieces of
the
Although direct federal
funding ended, the project has obtained alternative funding to continue. Two
existing Even Start Family Literacy Partnerships (Sodus-Lyons Even Start and
Yates-Ontario Even Start) expanded their projects to the incarcerated setting.
For more information, contact Bedford Prison Ministry
247
Tel: 914-241-3100
Born to Read
Many state and local
libraries have expanded their programming to include parents and children
together. Libraries in
This program, started in
1995, endeavors to bring together health care providers and librarians to reach
out to new and expectant parents to help break the cycle of low literacy. The
hope is that together, health care providers and librarians can help parents
improve their reading skills, impress upon them the importance of reading to
their children, and promote awareness of the health and parenting resources
available in libraries.
Reach Out and Read
The Reach Out and Read
(ROR) program (http://www.reachoutandread.org/)
began in
Library staff dedicated to
helping children and adults offer a large variety of services and programs that
promote family literacy. Public libraries are accessible, familiar, welcoming
sites for family literacy activities.
Many libraries have some
type of reading program in place, as do some schools and other community
organizations.
Local libraries are
broadening their literacy efforts as well. The West Hill Branch of the
The historic Stinson
Memorial Library located in deep southern
• Provided a bilingual literacy coordinator to
the targeted families.
• Formed an
advisory council comprised of academic, social service, education, and
community agencies.
• Developed strategies to recruit and retain
participants.
• Establish a first-step, high-interest,
low-difficulty vocational collection.
• Held family
reading events that engaged local craftspeople, artisans, professionals, trades
people, and business owners to present workshops on the knowledge, skills, and
vocabulary needed in their occupations.
Project CLEARR hosted
vocational workshops in the library and at business locations. The workshops
focused on the words and phrases common to each occupation presented. Project
staff developed a glossary of terms that would enable participants to
understand and access further employment in these lines of work. Terms and
definitions appeared on large signs in English and Spanish, were used during
workshops, and were provided to participants in workshop materials. Workshops
attempted to engage full family participation. Sometimes, the children attended
a story hour on a related topic in one part of the library, while the adults
attended the workshop in another. For instance, the children read the story of
Paul Bunyan and his mighty ax while the adults were learning “How to Make a
Chair from a Tree.” Themes ranged from interviewing skills to money matters,
from basket-making as a home-based business to the art of stained glass.
The regular attendance
averaged 40 adults with a few workshops drawing as many as 70 participants
(both English and Spanish-speaking). Families connected on the important issues
of jobs, education, and literacy enrichment. Displaced workers enjoyed learning
with their spouses and children, and children enjoyed sharing a learning
experience with their parents.
Carnegie Library of
This library has sponsored
several innovative and successful family literacy projects. Three are described
below.
Beginning With Books
Into the children’s room of
a branch library burst lively boys, ages 7, 8, and 9, and their youthful
mother. Alex’s face lights up as he catches sight of a tall, grinning man
across the room, the volunteer who has been his reading partner for 2 years.
John’s response to his volunteer reader is more restrained, but he soon is
happily choosing books from the shelves for tonight’s READ TOGETHER time.
Thomas, the youngest, stops to pet the live rabbit by the librarian’s desk. But
when a third volunteer, his reader, pulls a copy of Zelinsky’s Rumplestiltskin out of her canvas bag,
he is happy to settle down and listen to the story, one of his favorites. Once
the boys are occupied, their mother goes to another part of the library to meet
with her literacy tutor for 90 minutes. This scenario has been repeated twice a
week for 3½ years. The mother had enrolled in an adult literacy program, in
part to be able to help her boys with their schoolwork, but before READ
TOGETHER was established by Beginning with Books in 1987, her frequent cancellations
of tutoring sessions had led one tutor to quit. Now that she can bring her boys
with her and knows that they are having valuable experiences with books and
literacy-related activities, she rarely misses a session. “My boys won’t let me
cancel,” she says, laughing. “They’re always asking me, ‘Is today liberry
day?’” Her own reading skills are rapidly improving, her tutor reports, and her
sons, two of whom had repeated first grade, are now all enthusiastic readers.
The oldest son’s volunteer reported that at one session, when he suggested they
play a game, Alex kept saying, “Just one more story.”
Another mother has been
bringing her son and daughter, now 6 and 4, and her 8-year-old niece to READ
TOGETHER for 2 years. The data analyst Air Force Reserve captain who reads to
the niece marvels over the improved language skills of the formerly withdrawn
child. The mother reports that the 6-year-old has cracked the literacy code.
“We used to spell things we didn’t want him to understand,” she recently said.
“Can’t do that anymore. He figures out the words.” At a party for READ TOGETHER
families and volunteers held in the library’s community room, her younger child
ignored the cake and entertainment and instead kept urging her volunteer to
take her across the hall to the children’s room so they could read stories.
Gift Book Program
The initial goal of the
Gift Book Program was to get the very best children’s books into the hands of
parents of babies, toddlers, and preschoolers—parents who had little money to spend
on books and were unlikely to visit book-stores or libraries—and to give them
the facts about the importance of reading to children. The decision was made to
work through an agency that was already serving such families and so the county
health department, whose well-baby clinics provide free health care to many
families of extremely limited means, was selected. A grant in 1984 from the
Pennsylvania Humanities Council, matched by local foundations, allowed the
program to reach 1,000 families in the clinics with packets of four
first-quality picture books and individual counseling on reading to children.
Parents were also urged to borrow books from the public library. A six-month
follow-up survey of 394 families showed a significant increase reported in time
spent reading to children (the number reporting daily read-aloud sessions rose
22% as compared to a pre-program questionnaire) and in time spent by children
looking at books alone (56% were reported as looking at books several times a
day, up from 21% before receiving the books). Library use remained miniscule
among this population, however. More than a few, when answering the question
“Do you borrow library books for your children?” replied, “No, we have our own
books.” As a result, the gift packet was modified to contain three books and an
attractive coupon to be redeemed for a fourth book at any branch of the
Carnegie Library of Pittsburgh. In addition to the Health Department, the
program now works with homeless shelters, a food bank, day care centers, Head
Starts, teen parenting programs, and other agencies that serve low income
families. An evaluation study that compared a small group of kindergarten
children who had received book packets at the age of one with a matched control
group showed that children who had received the books were now more likely to
ask their parents to read to them every day (81% vs. 64% of the control group),
and their parents were more likely to do so (55% vs. 21%). The study concluded
that participants provided more literacy experiences in the home for their
children, visited the library more often, and provided more reading materials.
Moreover, the children whose parents had received the gift packet were
perceived by their teachers as having higher reading ability than children of
parents who did not receive the packet.
Raising Readers
A different model of family
literacy programming is supplied by Raising Readers Parent Clubs, run by
Beginning with Books. At each weekly club meeting, members receive an appealing
book (usually hardcover) and are encouraged to spend 15 minutes a day or more
reading to their children. The why, how, and what of reading aloud are
discussed, with the parents learning from each other as well as from the group
leader. The new book is always read aloud, which increases the confidence of
those with poor reading skills, and a typical read-aloud session with a
preschooler is modeled. No rigid formula or list of do’s or don’ts is
presented. Instead, parents are urged to be responsive to their children’s
reactions. The clubs usually meet in schools, community agencies, day care
centers, libraries, and at many other sites. When the group meets in a library,
a tour of the children’s room is arranged for the first meeting. Parents
eagerly sign up for library cards after the tour, and most take home each week
not only the gift book, but also library books that have been displayed and
described at the club meeting.
Here are a few additional
suggestions for educators, many of them developed and used successfully by
teachers:
• Distribute
packets of appealing paperback storybooks at kindergarten orientation or at
parent conferences and share with parents information on how regular listening
to stories benefits their children. If publicized in advance, the packets will
serve as an incentive for parents to come out for these important meetings.
• Recruit
high school volunteers to read to children in the school library during parent
meetings. This free child care and enrichment will improve parent attendance.
Ask a teacher or librarian knowledgeable about sure-fire children’s books to
conduct a training session for the volunteers on the basics of reading aloud
and choosing appropriate books.
More information about the
Beginning with Books program can be found at http://www.beginningwithbooks.org/
and in these articles:
Friedberg, J. B. (1989).
Making today’s toddler tomorrow’s reader. Young
Children, 44, 13–16.
Friedberg, J. B., &
Segel, E. (1990). The land where the wild things are:
Programs of Beginning with
Books.
for Young People
Newsletter, 15, 26–27.
Jongsma, K. S. (1990).
Intergenerational literacy. The
43, 522–523.
Locke, J. L. (1988).
Library Journal, 34(6), 22–24
McIvor, M. C. (Ed.).
(1990). Family literacy in action: A
survey of successful
programs.
Segel, E. (1986). Pushing
preschool literacy: Equal opportunity or cultural
imperialism? Children’s Literature Association Quarterly,
11, 59–62.
Segel, E., & Friedberg, J. B. (1991). The search for irresistible first books.
CBC Features, 44,
(unpaged).
Segel, E., & Friedberg,
J. B. (1991). Widening the circle: The Beginning
with Books model. The Horn Book Magazine, 67, 186–189.
___________
From “Is Today Liberry
Day?” by Elizabeth Segel and Joan Brest Friedberg in Language Arts,
Vol. 68, Dec. 1991, pp.
654–657.
Community Center programs
are as various as the communities that provide them. Funding involves
collaboration among many agencies and coordination of many services. Such
centers become ideal sites for incorporating family literacy since adults and
children are already attending.
Job Skills for Employment
Purposes (
With sponsorship from the
Early Childhood Family
Education (
The mission of the Early
Childhood Family Education (ECFE) Program is to promote healthy self concepts
among family members through shared activities for parents and children, parent
education, and support. The Family Learning Center also is the location of the
office of the Learning Readiness program, which offers learning opportunities
to 4-year-olds from families in need to give the children opportunities for greater
success in school. ECFE classes are a semester long (about 13-14 weeks) and are
designed for parents and their preschool children to interact in enjoyable,
age-appropriate activities. Parent discussion time focuses on learning about
the ages and stages of child development, gaining information regarding
specific topics, and finding support from others in this complex area of
parenting. Special events and field trips for families are also sponsored.
Other ECFE services include a lending library, home visits, an information
packet for parents of newborns, and collaboration with other programs (Women,
Infants, and Children; Single Parent classes at the YMCA; and parenting classes
with childcare held in conjunction with GED and ESL classes). In-person registration
for ECFE is held in August and January on a first come-first served basis.
Registration for Learning Readiness is held throughout the year on a
space-available basis.
For more information call
(763) 745-5200 or visit
the ECFE web page at:
The primary goal of Parents
as Teachers http://www.patnc.org/site/pp.asp?c=eqLNKTNGE&b=132797
is to empower parents to
give their children the best possible start in life. Parents as Teachers (PAT)
is a home-school-community partnership designed to provide all parents of
children (before birth to kindergarten entry) the information and support they
need to give their children the best possible start in life.
Wayne County Parents as
Teachers, an early-learning program for parents of children age birth through
3, is a program of Adult and Community Education. Each month, parents attend
parent education get-togethers and participate in home visits. Parents as
Teachers’ certified parent educators, trained in child development and home
visitation, go to each family’s home on a regular basis. By far the most
popular aspect of PAT, the personal visit allows the parent educator to
individualize and personalize the Parents as Teachers program for each family
and child. It provides the opportunity to support parents in using the child
development and child rearing information specific to their own child within
their own family. Parents are helped to understand what can be expected from a
child at each stage of development. Appropriate parent-child learning
activities are also a part of the visit. The parents’ role in their child’s
literacy development is emphasized through use of appropriate children’s
literature at each personal visit and group meeting. Developmental screenings,
which begin at 12 months, serve two purposes: to reassure parents when the
child is developing on target, and to identify problems early to assist parents
with appropriate interventions. In addition, parents are encouraged to observe
and monitor the child’s development on an ongoing basis. A bi-monthly
newsletter contains articles of interest to parents of infants and toddlers,
community events, and toddler book reviews from local libraries. Twice monthly
the weekly Drop-in-and-Play Group becomes a “theme party” for moms and little
ones, with toddler literacy activities highlighted. Collaboration with the
Health Department adds a nutrition component to the party and allows it to
count as an education meeting for Women, Infants, and Children (WIC) moms.
For further information
call 330.263.8960.
Even
Start
Elementary
and Secondary Education Act of 1965, Title I, Part B, subpart 3, P.L. 107-110
as reauthorized by the No Child Left Behind Act of 2001.
Projects
provide for early childhood education, adult literacy (adult basic and
secondary-level education and instruction for English language learners),
parenting education, and interactive parent-child literacy activities for
participating families, often through partners, such as government agencies,
colleges and universities, public schools, Head Start programs, and other
public and private community-based groups. Projects operate year-round and
provide staff training and support services such as child care and
transportation, when unavailable from other sources, to enable participation in
core education activities. These activities include basic education for
children from birth to kindergarten, supplementary education for school-age
children through age 7, and basic and secondary education for parents of those
children.
Six
percent of the annual appropriation is set aside for family literacy grants for
migratory worker families, the outlying areas, Indian tribes and tribal
organizations. In addition, the Department must award one project in a women's
prison. Up to 3 percent is reserved for national evaluation and technical
assistance. The remaining federal funds are allocated by formula to states,
based on their relative shares of Title I, Part A, funds. State education
agencies make competitive subgrants to partnerships of local education agencies
and other organizations, giving priority to proposals that primarily target
areas with large numbers of most-in-need families or to projects located in
empowerment zones or enterprise communities. The statute also requires that
subgrants be equitably distributed among urban and rural areas and that local
projects assume an increasing share of program costs each year.
For
more information, see: http://web99.ed.gov/GTEP/program2.nsf/18cda90e9c314dfb8525644400514f31/359cc6c651d69fed852563bc00540517?OpenDocument
Two different models are
described below.
The goal of Canton City
Schools' Even Start program is to break the intergenerational cycles of poverty
and under-education through an integrated approach focusing on (1) improving
basic literacy, numeracy, and employability skills of parents; (2) promoting
children's developmental growth through early childhood education; and (3)
empowering parents to promote their child(ren)'s cognitive, social/emotional,
language, and physical development. Families come to school together at their
neighborhood elementary schools. Parents ride school buses or are given passes
for the city bus service when necessary. The adults attend 30 hours a week in
their own classrooms within the elementary buildings. Public preschool for 3-
and 4-year-olds is also located within the elementary buildings. Neighborhood
child care centers transport children under age 3 to and from the schools and
provide developmentally appropriate programming for these children.
In response to welfare
reform,
Each student develops an
Individual Career Plan, which identifies a realistic initial job, future career
goals, and a plan for reaching those goals. The process begins with a 10-hour
career assessment done by Canton City Schools Adult Vocational Education
Department and funded by DJFS. The work-based learning activities and career
development activities including mentoring, job shadowing, career exploration,
and development of a career passport, are all designed to assist the student in
preparing to attain and maintain the initial employment.
Parenting is an important
program component. Locating the adult class in the elementary school helps the
parents, who may have negative memories from their own school days, become
comfortable in the school setting. The parents provide positive role models for
their children who see them attending school each day, doing homework, and
reading. The children also benefit as their parents become more involved at
their school. Each parent contacts his/her child's teacher to see what concepts
need to be reinforced at home. Before the parents leave class, they use
classroom parenting resources to plan a short activity to do with their child
that evening, thus promoting positive parent/child interaction and helping the
child succeed at school.
For more information call
330-438-2559 or go to: http://www.ccsdistrict.org/Adult/ABLE/
Northwest Even Start serves
families in the
Northwest Even Start serves
approximately 40 families per year. Classes are offered 2 days per week, 9:00
a.m. to 2:00 p.m. and 5 p.m. to 9 p.m., at the Northwest Family Resource Center
(NFRC). Children attend early childhood classes (Head Start, Even Start, or
Preschool Program) while their parents attend adult education (Northwest ABLE)
classes. Parents also participate in parenting education and spend time playing
and working with their children. Because
Call 740-372-2812 for more
information.
Before 1994, Title I was
used primarily for pull-out programs and math and reading remediation for
children attending high-poverty-level schools. After 1994,
“schoolwide” Title I
programs were combined with other federal educational
funds to upgrade the
school’s entire educational program and to promote parent involvement. Title I
funds may be used for children from preschool age to high school, but most of
the students served (65 percent) are in grades 1 through 6; another 12 percent
are in preschool and kindergarten programs. Title I funds can also be used to
extend family literacy services to any child in a school, regardless of age.
Currently, Title I includes both schoolwide and targeted assistance programs. Special committees (including parents) decide
how the Title I budget will be spent in a particular school. As a result, the
emphasis of Title I has changed from one of remediation to prevention, thereby
encouraging the funding of preschool programs and stressing the role of the
parent in a child’s education.
To read more about Title I
visit
http://www.ed.gov/policy/elsec/leg/esea02/index.html
For more information on
Title I Part A go to http://www.ed.gov/programs/titleiparta/index.html
While some of the programs
described below may no longer be in existence, they serve as examples of the
innovative ways Title I funds can be used.
At
preschool for children ages
3 to 5 and all-day kindergarten. The developmental preschool serves both
children with special needs and children who qualify according to low family
income. The 3- to 5-year-olds attend half days either morning or afternoon. The
preschool is free to parents who otherwise would not be able to afford
preschool or daycare. As part of the program, parents are encouraged to
participate in their child's learning. The goal is to establish a rapport with
new parents who might have had a bad experience with schools. Teachers stay in
close contact with parents and stress involvement in their child's learning. A
weekly newsletter is sent home with the children so that parents know what
they're learning in the classroom. Activities are sent home for children to do
with their parents. Parents are invited into the classroom for other activities
throughout the year, such as the "Teddy Bear Tea." Telephones are
available in the classroom so that parents can reach the teachers or children
at any time. Teachers and parents discuss developmental milestones. In addition,
the program offers two home visits a year, which also alert staff to families
who may need more services. Also, an assessment at the beginning of the school
year determines what other needs the family may have (e.g., ABLE for parents,
medical needs). The extended day developmental kindergarten serves children who
have been identified with developmental delays. Parents bring their children in
for assessment before the school year begins, and children are placed according
to their developmental levels. The goal is to enable children to catch up with
their peers by the time they reach first grade. The morning curriculum in the
developmental kindergarten stresses motor skills. Then, for those who need it,
the afternoon session includes an intensive language arts curriculum. The
parents are urged to become as involved as possible in the program. The school
holds family events, such as Family Math Night. Calendars and newsletters are
sent home to let the parents know what's going on at the school. This program,
by itself or combined with other preschool programs, is very successful at
enabling children to work at grade level by the first grade.
Parent and Child Day in the
Silver St. Elementary preschool classroom in
projects throughout the
school where volunteer help is much appreciated.
Springfield City Schools
Title I Parent Resource Center provides comprehensive
services and resources to
support participation, address parenting issues, and encourage self
improvement. The school-family partnership is strengthened through offerings
which include:
• a sense of
‘place’ so that families know they are welcome and expected to be active
participants in the education of their children
• a lending
library so that families have access to reading materials to use in the home
• teacher-designed
games in reading, language arts, and math that families request, keep, and play
with their children to reinforce skills and concepts that have been taught in
the classroom
• self-help
pamphlets and brochures on parenting and involvement in their children’s
education
• scheduled
workshops so parents can share and learn strategies for effective parenting
• field trips
with their children to actively engage in learning experiences together
• referral
services to connect families with other school and community programs to meet
their needs.
Through collaboration, the
Center also serves as both a place and a resource for transitional programming
and activities to assist families as the children prepare to enter
kindergarten. So that Title I families can access and thereby benefit from
existing services, practically all Center services and programs are available
at children’s schools. This is made possible by administrators, teachers,
home-school facilitators, and family/community volunteers who recognize that
parental presence, support, and active engagement are essential to a positive
and dynamic educational environment.
At Buhrer Elementary, a
schoolwide Title I program in
Teachers, administrators,
and the Title I coordinators of the
The very successful Kirby Readers Book Loan Club is managed by the
parent coordinator. The books are purchased with Title I funds with the primary
goal of offering quality children's literature for students to borrow for use
at home. Students can select books at their own independent reading levels.
Parents sign a contract to enroll their child and read at home with their
child. They often visit the parent center to select books. Classroom teachers
encourage students to join the club by establishing reading requirements and
offering incentives for completion of books. After completing a book, club
members enter the title and date in a log. Once the log is filled with titles,
each student receives a prize. Monthly flyers sent home with first-grade and
second-grade students invite parents to visit the school and to spend quality
time with their children. Students are eager to share a favorite book with
parents. After reading, they share refreshments. Door prizes are given away to
lucky students.
The homework club meets 2 days a week and gives students extra help and
reinforcement of new concepts presented in class. Four instructional assistants
meet with students on Tuesdays and Wednesdays for 1 hour after school. A
classroom teacher coordinates the club, monitors attendance, and orders
supplies and other resources. Parents review completed homework, sign the
assignments, and provide encouragement.
Technology classes for parents and students are used to enhance parental
involvement in the school and to expose parents to new modes of learning.
Monthly flyers advertise the after-school technology classes for parents and
children. Parents get basic training in word processing while students work on
developmentally appropriate word processing programs. Also, parents borrow
donated computers for use at home.
Parent discussion groups are coordinated by the building principal.
Parents were surveyed for specific topics of interest. The principal researches
selected topics and plans a brief presentation before opening the meeting for
discussion. The meetings are held in the early evenings, and parents are
notified via flyers and telephone invitations.
Targeted, at-risk, first
and second grade students at
volunteer at this center
calls one student at a
time to work on his/her designated sight-word list. The parent volunteers
exchange groups at 15-minute intervals, eventually working with all four
groups. The classroom teacher gives guided reading and composition instruction
to two groups in 30-minute intervals while the Title I reading teacher does
likewise with two groups of at-risk students. At the end of the hour session, a
parent volunteer announces and gives a star reward ticket to an “All-Star Reader,”
a student that put forth great effort and was cooperative and respectful. In
exchange, the entire class thanks the volunteers for their dedication and
assistance. The partnership of parents, Title I teacher, classroom teacher, and
students has enhanced, enriched, and reinforced learning for all students in a positive,
engaging, and motivating atmosphere.
Adult Basic and Literary
Education (ABLE), operated with state and federal funds, offers classes to
adults who want to improve their basic reading, writing, and math skills and
who want to prepare for their GED. Some ABLE programs have expanded to include
family literacy activities.
Sponsored by ABLE in
Washington Local ABLE in
Head Start and
Early Start
Head
Start and Early Head Start are comprehensive child development programs for
children from birth to age 5, pregnant women, and their families. They are
child-focused programs and have the overall goal of increasing the school
readiness of young children in low-income families. The Head Start grantee and
delegate agencies provide a range of individualized services in the areas of
education and early childhood development; medical, dental, and mental health;
nutrition; and parent involvement. In addition, the entire range of Head Start
services is responsive and appropriate to each child's and family's
developmental, ethnic, cultural, and linguistic heritage and experience.
Administered
by the Department of Job and Family Services, the Head Start Program has
provided comprehensive child-development services to low-income families since
1964. Since 1984, a special emphasis has been placed on promoting literacy and
basic education for the parents and children in the program. Since 1992, the
Head Start Family Literacy Initiative has called upon every grantee to
recognize family literacy as a priority. Head Start’s Promotion of Family
Literacy serves three basic roles:
(1) Increasing the Head Start families’ access to materials,
activities, and services essential to family literacy development (e.g.,
acquiring children’s books for the home, and promoting family participation in
a story hour for young children at a neighborhood center);
(2) Supporting parents in the role of being their child’s first
teacher by providing the encouragement and specific direction to Head Start
families; and
(3) Assisting parents as adult learners to recognize and address
their own literacy needs.
__________
Adapted from Promoting Family Literacy Through Head Start,
published by U.S. Department of Health and Human Services, Administration for
Children and Families, Administration on Children, Youth and Families.
For more information on
Head Start visit http://www.acf.hhs.gov/programs/hsb/
or the National Head Start
Association http://www.nhsa.org/
Books, paper, pencils,
backpacks, and Bookmobiles are some of the services, items, and materials that
are used as tools to promote literacy in the Council on Rural Service Programs’
Head Start classrooms. Many activities support the literacy focus. Librarians
read to the children in some classrooms throughout an eight-county service
area, and the Bookmobile makes a regular monthly stop at others. On field trips
to local libraries, the children listen to stories and select books to take
back to the classroom. Dictated follow-ups are another part of the field trip
experience. Favorite classroom recipes are often written on large sheets of
paper and posted nearby the activity area to enhance the cooking experience.
As part of the
Council on Rural Service
Programs
Phone: 937.778.5220
Fax: 937.778.8970
E-Mail: Corsp@CORSP.org
116 East 3rd.
Phone: 937.548.8002
Fax: 937.548.2664
http://www.corsp.org/programs_offered.htm
Chapter 2 - Who's Doing
Family Literacy
The
agencies and organizations in this annotated "directory of
directories" provide services that enable family literacy programs to
function smoothly. Some are family literacy providers and funders like Even
Start and Parents As Teachers. Some contribute information for a single
component of a program like the national standards developed by Equipped For
the Future or the training in collaboration developed by For the Common Good.
The
lists may be used in many ways. In addition to containing information on family
literacy programming, the lists may suggest potential collaborators who serve
similar populations or have similar service goals. Other organizations like
Special Education Centers may offer specialized professional training for a
family literacy staff. The majority of the agencies in this chapter have
websites that you can explore for more information or to get current contact
information. The web addresses are included as part of the information about
the agency.
The
chapter is divided into two sections: "National" and "
Note:
If you have information, especially at the local level, to add to future
supplements of The Family Literacy Resource Notebook, please contact The
Ohio Literacy Resource Center 1‑800‑ 765‑2897; Research I
Bldg.,
The
home page of the vast site for the U.S. DOE with links to vocational and adult
education; information about legislation, statistics, grants, budgets, research
reports, evaluation, and noteworthy practices can be found here.
Office
of Vocational and Adult Education
Phone:
(202) 205‑5451, Fax: (202) 205‑8748
http://www.ed.gov/about/offices/list/ovae/index.html?src=mr
The
Office of Elementary and Secondary Education (OESE)
This
office includes program offices that provide financial assistance to state and
local educational agencies for maintenance and improvement of both public and
private preschool, elementary, and secondary education. For more information
about any of these programs, see http://www.ed.gov/about/offices/list/oese/programs.html
Even
Start
Even
Start is a federally-funded family literacy program administered by states to
improve the educational opportunities of low-income families.
For
more information, see http://www.ed.gov/about/offices/list/oese/sasa/esprograms.html
Even Start Family Literacy Program
Visit
the archived text of the 1998 National Evaluation of the Even Start Family
Literacy Program.
Phone:
(202) 260-0991, Fax: (202) 260-7764
http://www.ed.gov/pubs/EvenStart/index.html
Head Start
Head
Start and Early Head Start are comprehensive child development programs for
children from birth to age 5, pregnant women, and their families.
For more information
about the Head Start Program visit http://www.acf.hhs.gov/programs/hsb/index.htm
Title
I Part A of the Elementary and Secondary
Education Act
For
more information on Title I Part A go to http://www.ed.gov/programs/titleiparta/index.html
Office
of Educational Research and Improvement (OERI)
The
OERI functions of research, statistics, best practices and models has been
incorporated into The Institute of Education Sciences (IES); however,
information archived before 11/5/02 can be found on this site.
http://www.ed.gov/offices/OERI
Office
of Special Education and Rehabilitative Programs
Concerned
with identification and early intervention, the Office of Special Education and
Rehabilitative Programs provides support for individuals, parents, and school
districts in the areas of special and vocational education and research.
http://www.ed.gov/about/offices/list/osers/index.html
Partnership
for Family Involvement in Education
The
Partnership for Family Involvement in Education addresses issues, provides
information, expands professional development, and offers opportunities for
sharing and networking.
http://www.ed.gov/pubs/whoweare/index.html
The
U.S. Department of Labor site contains information on job training, employment,
and the labor market.
Office
of Research and Demonstration
Phone:
(202) 219‑7674, Fax: (202) 219‑5455
http://www.doleta.gov/
U. S. Department of Health
and Human Services
Administration
for Children and Families
The
Administration for Children and Families (ACF) is a federal agency funding
state, territory, local, and tribal organizations to provide family assistance
(welfare), child support, child care, Head Start, child welfare, and other
programs relating to children and families.
http://www.acf.dhhs.gov
Child
Care Bureau
The
Child Care Bureau enhances the quality, affordability and availability of child
care for all families.
Administration
for Children and Families
Office
of Public Affairs
370
L'Enfant Promenade, SW
http://www.acf.hhs.gov/programs/ccb
Head
Start Bureau
Head
Start promotes the economic and social well-being of low-income, refugee, and
migrant families and those with disabilities through integrated services across
agency boundaries.
Administration
for Children and Families
Office
of Public Affairs
370
L’Enfant Promenade, SW
http://www.acf.hhs.gov/programs/hsb/
The
following nongovernmental organizations and agencies are more resources for
family literacy.
Foundations
These
are national foundations that provide grants to adult and family literacy
programs.
Barbara
Bush Foundation for Family Literacy
The
Barbara Bush Foundation supports the development of family literacy programs in
which parents and children can read and learn together.
Phone:
(202) 338-2006, Fax: (202) 337-6754
http://www.barbarabushfoundation.com
Dollar
General Literacy Foundation
The
Dollar General Literacy Foundation, which is dedicated to the advancement of
literacy, provides grants to non-profit organization in their market areas.
(615) 855-5201
http://www.dollargeneral.com/community/dgliteracy.aspx
John
S. And James L. Knight Foundation
The
Knight Foundation offers grants in three categories: journalism, communities
served by their newspapers, and a venture fund.
Phone:
(305) 980‑2600, Fax: (305) 908‑2698
http://www.knightfdn.org
Kiwanis
International Headquarters
A
community service organization, Kiwanis supports projects benefiting children
and young adults.
Program
Development Division
3636
Woodview Trace
(800)
879‑4769
Staples
Foundation for Learning
The
Staples Foundation funds community grassroots organization and maintains
charity partnerships with national organizations to provide educational and
growth opportunities.
http://www.staplesfoundation.org/
Starbucks
Foundation
The
Starbucks Foundation funds programs that promote youth leadership through the
power of literacy and respect for diversity in communities where Starbuck
employees live and work.
Phone:
(206) 748‑8602, Fax: (206) 447‑3028
http://www.starbucks.com/aboutus/foundation.asp
Target
Foundation
The
Target Foundation provides grants to support education in areas served by
Target stores.
http://target.com/target_group/community_giving/index.jhtml
United
Way of America, Inc.
The
701
North
Phone:
(703) 836‑7112, Fax: (703) 683‑7840
http://national.unitedway.org/
The
Wallace Foundation
Formerly
the Reader’s Digest Foundation, the Wallace Foundation encourages learning and
enrichment through educational leadership, student achievement, after-school learning,
and participation in arts and culture.
Work
Phone: (212) 251‑9800, Fax: (212) 679‑6990
http://www.wallacefoundation.org/
Special Needs
These
agencies provide information and resources for families who have members with
special needs.
American
Foundation for the Blind
Since 1921, the American Foundation for the
Blind—to which Helen Keller devoted her life—has been eliminating barriers that
prevent the ten million Americans who are blind or visually impaired from
reaching their potential.
(800) 232-5463
International
Dyslexia Association
(Formerly
Orton Dyslexia Society)
The
International Dyslexia Association provides information to help individuals,
families, and communities and facilitates an online forum for discussion.
Phone:
(800) 222‑3123, Fax: (410) 321‑5069
Learning
Disabilities Association of
Both
professionals and families benefit from the research, advocacy, teacher
training, and information about disabilities disseminated by the Learning
Disabilities Association of America.
Phone:
(412) 341‑1515
http://www.ldanatl.org
The
LD
Online
National
Association of Developmental Disabilities Councils (NADDC)
The
National Association of Developmental Disabilities Councils supports councils
and provides a consumer and family-centered system of services.
To
accomplish their mission of proving opportunities for people with disabilities
to succeed in school, work, and life, the National Center for Learning
Disabilities advocates to protect and strengthen their rights, posts
information for parents and professionals, and supports research in effective
learning techniques.
(888)
575-7373, Fax: (212) 545-9665
http://www.ld.org
The
NICHCY
is a central source of information on: disabilities for infants, toddlers,
children, youth; IDEA and No Child Left Behind legislation; statistics; and
researched-based educational practices.
National
Library Service for the Blind and Physically Handicapped
The
National Library Service for the Blind and Physically Handicapped works
directly with cooperating libraries to provide such services as free Braille
transcription and accessibility to music scores and instructional music.
Library
of Congress
Workforce/Service
AFL‑CIO
Contains
information on current issues and provides site guides and resources.
Phone:
(202) 637-5000, Fax: (202) 637-5058
Center on Education and Work
The
Center on Education and Work enhances the quality of career-related learning
for individuals in schools, colleges, and the workplace.
Work
phone: (608) 263‑3696, Alternative phone: (800) 446‑0399
Fax:
(608) 262‑9197
http://www.cew.wisc.edu
Americorps
AmeriCorps
is a network of national service programs that engage more than 50,000
Americans each year in intensive service to meet critical needs in education, public
safety, health, and the environment.
(202)
606-5000
TTY: (202) 565-2799
Corporation
for National Service
The
Corporation for National Service, including SeniorCorps and AmeriCorps,
provides opportunities for Americans of all ages and backgrounds to participate
in community service.
http://www.cns.gov
Corrections/Legal
CEGA
Services, Inc.
Contact
Center, Inc.
CEGA
Services, Inc. consult on criminal justice and human services nationally and
internationally.
Phone:
(402) 464‑0602, Fax: (402) 464‑5931
Correctional
Education Association (CEA)
CEA
is a professional organization for educators and administrators who provide
services to students in a correctional setting.
http://www.ceanational.org
American
Bar Association
The
American Bar Association site includes information on law education,
initiatives to improve legal services, and resources for the public.
740
l5th
(202)
662‑1024, Fax: (202) 662‑1032
http://www.abanet.org
Health
Centers
for Disease Control and Prevention
The
Centers for Disease Control and Prevention protect health and safety by
providing information, health promotion and education, and disease control.
4770
Buford Highway, MS K ‑57
(404)
488‑4744, Fax: (404) 488‑4727
http://www.cdc.gov
National
Institutes of Health
The
National Institutes of Health is the steward of medical and behavioral research
for the Nation. It is part of the U.S. Department of Health and Human Services.
Bldg.
31, Rm. l0A31
(301)
496‑6631, Fax: (301) 402‑4945
http://www.nci.nih.gov
Parents
National
Coalition for Parent Involvement in Education
The
National Coalition for Parent Involvement in Education fosters
home-school-community relationships by advocating for the participation of
parents in their children’s education.
3929
Old Lee Highway, Suite 91-A
(703) 359-8973, Fax: 703-359-0972
National PTA
A
national non-profit child advocacy agency, National PTA encourages parent and
public involvement in schools and assists parents develop skills in raising
children.
330
N.
(312)
670‑6782, Fax: (312) 670‑6783
Parents
as Teachers
The
goals of the Parents as Teachers program are:
·
Increase parent knowledge of early childhood development and improve
parenting practices
·
Provide early detection of developmental delays and health issues
·
Prevent child abuse and neglect
·
Increase children's school readiness and school success
Parents
as Teachers is a national model, but at the same time is a local
program. PAT fits as a component of larger programs such as Even Start, Head
Start, and family resource centers, or it can be the early childhood
cornerstone for programs that ultimately grow into a broader array of family
education and support offerings.
To
find PAT programs in your area, click on "Find a Program" on their
website.
(314)- -432-4330,
Fax (314) 432-8963
E-mail: info@parentsasteachers.org.
Parent
Information and
PIRCs
work closely with parents, educators and community organizations to strengthen
partnerships so that children can reach high academic standards.
http://www.ed.gov/programs/pirc/index.html
Adult Literacy
Adult
Literacy and Technology Network
The
Adult Literacy & Technology Network is a national effort dedicated to
finding solutions for using technology to enhance adult literacy.
American
Association for Adult & Continuing Education
The American Association for Adult and Continuing
Education is dedicated to enhancing the field of adult
learning.
Commission
on Adult Basic Education (COABE)
COABE
advances national and international adult education and literacy opportunities
through leadership training, publications, and professional development.
(315) 426-0645, Fax: (315) 422-6369
Institute
for the Study of Adult Literacy
Part
of the
102
Rackley Building
(814)
863-3777
National Adult Education Professional Development Consortium
The
National Adult Education Professional Development Consortium provides a
database of outreach and technical assistance, discussions, and education
information to registered members.
(202)
624‑5250, Fax: (202) 624‑8826
http://www.otan.dni.us
The
(215)
898‑2100, Fax: (215) 898‑9804
NCSALL
engages in research and professional development and disseminates publications
such as Focus on Basics, Focus on Policy, and Study Circle Guides.
Nichols
House,
(617)
496‑05l6, Fax: (617) 495‑4811
National Institute for Literacy
Federally
funded, NIFL strengthens literacy across the lifespan by promoting leadership,
coordinating literacy services, and disseminating information through LINCS
regional centers; Partnership for
HOTLINE: 1 (800) 228‑8813
(202) 632‑1500, Fax: (202) 632‑1512
http://www.nifl.gov
Proliteracy
Worldwide
A
merger of Laubach Literacy and Literacy Volunteers of America, ProLiteracy uses
its unique methodology to provide training, technical assistance, and targeted
local grants to support tailored programs that combine literacy with economic
self-reliance, health, education, peace, human rights, and environmental
sustainability projects.
(888)
528-2224, Fax: (315) 422-6369
English Speakers of Other
Languages
Center
for Adult English Language Acquisition (CAELA)
CAELA
works on policy and legislation issues related to adult education and literacy,
promotes English language learning and academic achievement, and publishes the
ELL Toolkit.
Center
for Applied Linguistics
(202)
429-9292
National Clearinghouse for English Language
Acquisition & Language Instruction Educational Programs (NCELA)
Under
Title III of No Child Left Behind, NCELA collects analyzes, synthesizes, and
disseminates information about language instruction for limited English
proficient students and children.
The
EMAIL: askncela@ncela.gwu.edu
PHONE: (202) 467-0867 • (800) 321-6223
FAX: (202) 467-4283 • (800) 531-9347
Teachers
of English to Speakers of Other Languages
Membership-only
resources and conference information for Teachers of English can be found on
this site.
1600 Cameron St., Ste. 300
Alexandria, VA 22314
(703)
836 0774, Fax: (703) 836‑7864
http://www.tesol.edu/index.html
Postsecondary
American
Association of Community Colleges
The
American Association of Community Colleges is the primary advocacy
organization for the nation's community colleges.
(202)
728‑0200, Fax: (202) 833‑2467
http://www.aacc.nche.edu
American
Association of University Women
The
American Association of University Women advocates for equity for all women and
girls through fellowships and grants, research, policy efforts, and diversity
initiatives.
(800) 326-AAUW, Fax:
(202) 872-1425
Early Childhood
Children's
Literacy Initiative
The
Children’s Literacy Initiative works to increase children’s literacy skills and
to foster a love of reading through professional development for pre-K through
3rd grade teachers.
Work
Phone: (215) 561‑4676, Fax: (215) 561‑4677
http://www.cliontheweb.org/index-main.html
Early
The
NCCIC is a national clearinghouse and technical assistance center linking
parents, providers, policymakers, researchers, and the public to early
childcare and education information.
(800)
616-2242, Fax: (800) 716-2242
The Sesame Workshop
The
Sesame Workshop provides educational content for television, radio, books,
magazines, interactive media, and outreach.
One