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

Preface

Family literacy programs are rapidly growing in the United States. Among the reasons for this growth are the expansion of knowledge about how children learn. We know that extensive learning takes place in the preschool years. Through social interactions in a literacy-rich environment, children acquire knowledge about the conventions and purposes of print and the uses of language in culturally organized activities. Beliefs about the intergenerational transfer of literacy as well as concerns about children's readiness have also contributed to the development of family literacy programs. Other factors influencing the development of family literacy programs include concerns about children's difficulties and failure later in school; the need to involve parents and families more directly in programs for young children; concerns with the reading and literacy skills of many parents with low education levels; and evidence supporting the relationship between parental education levels and children's school success. Intergenerational literacy programs are seen as addressing many of these concerns.

As interest in promoting both emergent literacy and family literacy have expanded over the past decade, a variety of definitions and beliefs about the meaning of literacy, emergent literacy, and family literacy have become evident. Traditionally, literacy has been defined as one's ability to read and write. Emergent literacy is defined as ways children learn about reading and writing before receiving formal instruction. Definitions of family literacy include the multiple ways families communicate and convey information as well as programs to enhance the literacy knowledge and skills of family members. Different interpretations of these three areas, literacy, emergent literacy, and family literacy, have led to debates concerning the role of literacy programs and the methods used to enhance the literacy skills of families.

It is our purpose to advance the work of researchers, practitioners, and policymakers by providing a document summarizing writings and research on family literacy and on topics directly relevant to family literacy programs. Our audience includes those who wish to learn more about family literacy, including the theory, policy, and research upon which it is based. Program staff, researchers, community leaders, policymakers, and both private and public funding agencies should find this resource helpful. Our goal has been to cover the family literacy literature in-depth, while providing a selection of related articles with implications for family literacy.

Procedures

This annotated bibliography has two main parts. Part A covers topics directly related to family literacy programs in the areas of conceptual issues (definitions, models, and overviews of family literacy), studies related to family literacy programs and practices, program descriptions, program development, assessment, evaluation procedures, and curriculum and instruction.

Part B includes topics that have implications for family literacy, drawing articles and reports from many disciplines. These related topics included emergent literacy, parent-child interactions, adult literacy, cultural and contextual issues, home and school issues, literacy assessment, and intergenerational programs. In the appendix, we also describe other annotated bibliographies and provide a list of resources for individuals interested in learning more about family literacy in particular and literacy in general.

All of the publications reviewed in this report are readily available to the public. To identify the literature, we reviewed several social science databases, including ERIC, Psychological Abstracts, Online Computer Library Center (OCLC) FirstSearch, and other bibliographies. In addition, we requested key references from leaders in the area of family literacy. The bibliography sources range from published studies to reports from the government, foundations, and research organizations. This report was not restricted to published books and journal articles because important writings on family literacy appear in other types of publications.
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Acknowledgments