Swain, J;
Cara, O;
Vorhaus, J;
Litster, J;
(2015)
The impact of family literacy programmes on children's literacy skills and the home literacy environment.
Institute of Education, University College London: London, UK.
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Abstract
This research involved 27 family literacy programmes running in 18 Local Authorities in England. We examined: 1) the impact of school-based family literacy programmes on young children’s progress in reading and writing 2) how parents translate and implement what they learn in these classes into the home literacy environment (HLE). The study followed a mixed methods embedded approach; qualitative data from in-depth observations and parental interviews were embedded in a quantitative quasi-experimental design. As the data suggest family literacy programmes have a positive effect on Key Stage 1 children’s reading scores: children who attended the programmes made greater gains in their reading than children who did not attend programmes (effect size of 0.17). The also were extensive changes in the home literacy environment experienced by families participating in the programmes.
| Type: | Report |
|---|---|
| Title: | The impact of family literacy programmes on children's literacy skills and the home literacy environment |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | http://www.nuffieldfoundation.org/impact-family-li... |
| Language: | English |
| Keywords: | Family literacy, mixed methods, family learning, reading |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1475943 |
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