Document Type

Article

Publication Date

2013

DOI

10.55370/hsdialog.v16i1.58

Publication Title

The Dialog: A Journal for Inclusive Early Childhood Professionals

Volume

16

Issue

1

Pages

236-252

Abstract

The purpose of this article is to describe optimal parent participation in family literacy programs and parent-child literacy interactions, most specifically during interactive reading. Family literacy can be interpreted in many ways, resulting in diverse models of implementation that take place in Head Start programs, community agencies, schools and other venues. Since early literacy starts in the home environment where parents, across cultural, ethnic, and socioeconomic backgrounds, want their children to learn successfully, family literacy programs that enhance parent-child interactions can directly assist many parents in supporting their children to become proficient readers. Implementation and outcomes of program activities on children's early literacy development, and how these activities interact with existing family literacy practices need to be determined through reliable and valid methods. Consequently, this article addresses variables within two inter-related family literacy components — parent participation in family literacy programs and parent-child interactive literacy activities (ILA), specifically interactive reading —and ways to assess these variables, providing data that program staff can use to inform improvements. This article focuses on the quality of classroom practices that will result in parents' development of knowledge and enactment of related skills to support their children's language and emergent literacy skills.

Rights

Copyright © 2013 by the authors. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution 4.0 International License (CC BY 4.0).

Comments

Bibliographic notes: Sabra B. Gear now goes by Sabra Lynch.

The DOI to this journal, https://doi.org/10.55370/hsdialog.v16i1.58, is non-functional as of May 2025.

Former journal title: NHSA Dialog: Research-to Practice Journal for Early Childhood Education Field

Original Publication Citation

Parecki, A. D., & Gear, S. B. (2013). Parent participation in family programs: Involvement in literacy interactions, adult and child instruction, and assessment. The Dialog: A Journal for Inclusive Early Childhood Professionals, 16(1), 236-252. https://journals.charlotte.edu/dialog/article/view/58

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