Barbara Hanna Wasik
National Center for Early Development and Learning
University of North Carolina
Intergenerational family literacy programs have historically been designed to break the cycle of low literacy skills within families by focusing on the needs of both parents and children. The underlying belief of family literacy programs is that children's gains will be more enduring when their parents are directly involved. Therefore, programs are designed to meet the parents' language, literacy and family support needs. Comprehensive family literacy programs include adult education, early childhood education, parent education and support, and interactive literacy activities between parents and children.
Although family literacy interventions are rapidly growing in the United States, some fundamental questions need intensive examination. For example, additional information is needed on the processes and characteristics of the programs and the integration of program components. Both short-term and long-term outcomes for children, parents, and families need to be examined in more depth. We need additional information on the relation between program and participant characteristics with outcomes.
The National Center for Early Development and Learning, The National Institute on Early Childhood Development and Education's national research center at the Frank Porter Graham Child Development Center at the University of North Carolina, Chapel Hill, has begun work on a three-part intergenerational family literacy study to answer these questions. The evaluation program will consist of: (1) a longitudinal evaluation of existing comprehensive family literacy programs and their effects on children and families; (2) an evaluation of the programs themselves; and (3) a longitudinal case study of a portion of families enrolled in the participating family literacy programs.
The longitudinal study will examine the processes and outcomes of intergenerational family literacy programs that have adult education, early childhood education, and parental support and education. Family and child outcomes will be assessed and families will be followed through the child's early elementary years. In addition, the study will examine family literacy program characteristics to learn more about recruitment, staffing, and service coordination, as well as barriers and facilitators of program implementation. Case studies of several of the enrolled families will also be conducted. This research project will begin data collection in the fall of 1997 and continue through 2001. Data will be analyzed on both a yearly basis and at the completion of the project. Results should provide valuable information for program directors, researchers, and policy makers. For additional information, please contact Dr. Barbara Hanna Wasik, Principal Investigator, School of Education, CD#3500, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599-3500. Phone: (919) 962-0780
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