Working with Preliterate and Beginning Literacy Level Parents in Family Literacy and Parent Involvement Programs. Practitioner's Guide #3 / Colleen Shaughnessy and Esther Prins.
The purpose of this guide is to provide recommendations for educators working with preliterate and beginning literacy level parents in family literacy and parent involvement programs. This guide is motivated by the growing presence of immigrant learners in schools and family literacy programs. Over...
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| Format: | eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
2012.
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| Subjects: |
MARC
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| 100 | 1 | |a Shaughnessy, Colleen. | |
| 245 | 1 | 0 | |a Working with Preliterate and Beginning Literacy Level Parents in Family Literacy and Parent Involvement Programs. Practitioner's Guide #3 / |c Colleen Shaughnessy and Esther Prins. |
| 264 | 1 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 2012. | |
| 300 | |a 1 online resource (1 online resource (5 pages)) | ||
| 336 | |a text |b txt |2 rdacontent. | ||
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| 500 | |a Availability: Goodling Institute for Research in Family Literacy. 405 Keller Building, University Park, PA 16802. Tel: 814-865-5876; Fax: 814-863-6108; e-mail: goodlinginstitute@psu.edu; Web site: http://www.ed.psu.edu/educ/goodling-institute. |5 ericd. | ||
| 500 | |a Abstractor: ERIC. |5 ericd. | ||
| 500 | |a Educational level discussed: Adult Education. | ||
| 516 | |a Text (Reports, Descriptive) | ||
| 516 | |a Text (Guides, Non-Classroom) | ||
| 520 | |a The purpose of this guide is to provide recommendations for educators working with preliterate and beginning literacy level parents in family literacy and parent involvement programs. This guide is motivated by the growing presence of immigrant learners in schools and family literacy programs. Over 20% of public school children have immigrant parents, and 15% of these parents have less than a ninth grade education (Urban Institute, 2006), a group that no doubt includes adults who are preliterate or beginning literates in their native language. Numerous studies indicate the importance of developing a foundation of literacy practices at young ages. Immigrant children are less likely than U.S.-born children to be placed in daycare and more likely to be cared for by family members (Urban Institute, 2006). Thus, preliterate and beginning literacy parents and grandparents are likely to be caregivers for young children, and a primary influence on their language and literacy development. After summarizing research on teaching preliterate adults, this brief describes considerations for tailoring family literacy and parent involvement to the needs of preliterate caregivers. | ||
| 521 | 8 | |a Practitioners. |b ericd. | |
| 524 | |a Goodling Institute for Research in Family Literacy. |2 ericd. | ||
| 650 | 0 | 7 | |a Emergent Literacy. |2 ericd. |
| 650 | 0 | 7 | |a Family Literacy. |2 ericd. |
| 650 | 0 | 7 | |a Parents. |2 ericd. |
| 650 | 0 | 7 | |a Parent Participation. |2 ericd. |
| 650 | 0 | 7 | |a Immigrants. |2 ericd. |
| 650 | 0 | 7 | |a Adult Literacy. |2 ericd. |
| 650 | 0 | 7 | |a Adult Education. |2 ericd. |
| 650 | 0 | 7 | |a Cultural Awareness. |2 ericd. |
| 650 | 0 | 7 | |a Trauma. |2 ericd. |
| 700 | 1 | |a Prins, Esther, |e author. | |
| 710 | 2 | |a Pennsylvania State University, Goodling Institute for Research in Family Literacy. | |
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