Annotation from the Connection Collection
You are viewing a record from the Connection Collection, a searchable annotated bibliography database. It links you with research-based information that you can use to connect schools, families, and communities.
| Title: | What should we expect of family literacy? Experiences of Latino children whose parents participate in an intergenerational literacy Project |
| Author: | Paratore, J. R., Melzi, G., & Krol-Sinclair, B. |
| Year: | 1999 |
| Resource Type: | Book |
| Publication Information: | Newark, DE: International Reading Association. |
| ERIC #: | ED436759 (click to view this publication's record on the ERIC Web site) |
| Connection: | School-Family-Community |
| Education Level: | Elementary |
| Literature type: | Research and Evaluation |
Annotation:
This book evolved from ten years of work with the Chelsea Project, a cooperative partnership between Boston University and the Chelsea, Massachusetts Public Schools. The premise that every parent cares deeply about their childrenÕs literacy development regardless of their wealth, poverty, or educational achievements led researchers to ask, ÒWhat should we expect of family literacy?Ó Researchers extend the definition of school success beyond achievement on large-scale tests. Contrary to commonly held beliefs, the researchers did not find that parentsÕ proficiency in English, years of education, or personal literacy skills played an important role in their ability to support their childrenÕs academic success. Instead, they found that school success was a complex process dependent on both parentsÕ and teachersÕ actions and, most importantly, on their interactions. This study, based on an evaluation of interview and anecdotal data as well as report card, attendance, and retention data, was set in a small, urban community where the majority of families were new immigrants to the US. Approximately 60% of the families were Latino, 15% were Southeast Asian, and 25% were Caucasian and other ethnicities. The Intergenerational Literacy Project, a community-university partnership, helps adult family members improve their own English literacy and language and learn ways to support their childrenÕs education in US schools. Researchers examine their childrenÕs home and school experiences. This book is part of a series intended to inform literacy instruction and research by reporting findings from state-of-the-art literacy endeavors. This volume should serve as a reference tool for educators as they plan literacy programs for learners of all ages and cultures. The challenge for teachers is to look beyond family issues to find productive paths to success for Latino children who struggle. The sample size of only twelve students limits the studyÕs validity and reliability.
Suggested Citation Style:
- Paratore, J. R., Melzi, G., & Krol-Sinclair, B. (1999). What should we expect of family literacy? Experiences of Latino children whose parents participate in an intergenerational literacy project. Newark, DE: International Reading Association. ED436759.
