A r c h i v e d  I n f o r m a t i o n

Appendix A: Annotated Bibliographies

Gadsden, V. L., Scheffer, L. C. P., & Hardman, J. (1994). Children, parents, and families: An annotated bibliography on literacy development in and out of program settings. (Tech. Rep. TR94?04). Philadelphia: University of Pennsylvania, National Center on Adult Literacy.
In creating this annotated bibliography, the authors' purpose was to pull together research from the differing perspectives on family literacy and to offer an interdisciplinary document to the field. The result is a compilation of 72 references broken into 7 categories that primarily describe important studies and reports (a few program descriptions are included) related to family literacy. All but five references pertain to studies on programs conducted in the United States. Part A, Parent-Child Relationships and Reading, focuses on the relationship of this dyad concerning early childhood development and education, problem solving techniques, strategies mothers use to teach children, and the development of the parent-child relationship. Part B, Parent-Child Reading/Emergent Literacy, involves issues of parent literacy, parent-child storybook reading, emergent literacy curricula, and parent-child reading interactions. Part C, Parent and Family Beliefs and Socialization, deals with parent beliefs regarding the relationship between literacy and school performance and directions for literacy socialization. Part D, Family and Intergenerational Literacy, focuses on research, reviews, and high-efficiency family literacy programs. Part E, Parent Involvement/Family-School Connections, ties together the relationship between parent involvement and both school performance and reading. Part F, Family and Parent Education, offers family social development program descriptions. Part G, Culture/ Context, includes cross-cultural studies.

Mackin, K. J. (1995). Resources for Adult and Family Literacy. Portsmouth, NH: RMC Research Corporation.
This document is a compilation of 118 publications about adult and family literacy programs. In addition, a shorter listing of other useful sources of information, including 6 additional publications and a list of 10 nonprofit organizations involved with adult and family literacy is provided. Mackin offers personal recommendations throughout the document to help guide the reader to particularly useful resources in certain areas of the field. The bibliography encompasses a variety of areas concerning adult and family literacy programs, including program planning and evaluation/assessment, program research, workshop planning, curriculum and instruction, staff development, government policy, adult and family literacy programs and program coordinators, literature reviews, annotated bibliographies, and background reading.

Part B: Conceptual Issues, Programs, and Research Related to Family Literacy

Appendix B: Selected Organizations