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Literacy Cubed programme evaluation report

Carpentieri, JD; Litster, J; Mallows, D; (2015) Literacy Cubed programme evaluation report. : Brussels, Belgium.

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Abstract

This report presents findings from an evaluation conducted by the UCL Institute of Education (IOE) of a pilot Family Literacy Programme carried out as part of the “Literacy Cubed: Focus on Roma Families” project. The Literacy Cubed (LIT3) project sought to promote family literacy (FL) in Roma communities as a tool for raising the attainment level of Roma children in general education and improving their health. The Family Literacy programme was piloted in three locations – Podgorica, Montenegro; Cluj-Napoca, Romania; and Dolny Kubin, Slovakia – between June and August 2014. The evaluation focused on the programme’s effectiveness at: 1) encouraging programme participation amongst the target group, and 2) achieving programme outcomes. In the first category, the evaluation focused on recruitment, attendance, learning hours and programme completion. In the second, the evaluation centred on three outcome measures: improving children’s reading skills; improving children’s attitude to reading; and improving adults’ confidence with regard to helping their children learn.

Type: Report
Title: Literacy Cubed programme evaluation report
Publisher version: https://epale.ec.europa.eu/en/resource-centre/cont...
Language: English
Additional information: This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Family literacy, evaluation, Roma
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 - Culture, Communication and Media
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/1475757
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