Recasting the Role of Family Involvement in Early Literacy Development

A Response to the Nelp Report

Datos Bibliográficos

ID9733895
AutoresAlanna Rochelle Dail (autor de correspondencia), Rebecca L Payne, Rebecca Payne (University of Alabama)
Año2010
Volumen39
Número4
Páginas330-333
Fecha de publicación2010-05-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducational Researcher (JOURNAL)
Identificadores de la revistaISSN: 0013-189X • E-ISSN: 1935-102X
EditorialAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x10370207
OpenAlexW2138295443
IdiomaEN
Citas recibidas3
Referencias citadas20

The authors argue that the findings from the National Early Literacy Panel (NELP; 2008) report related to parent involvement and family literacy programs require further clarification. Based on an ideological view of literacy, the authors offer three recommendations that would provide a more accurate representation of parent involvement and family literacy programs and the families they serve, as well as enhance the findings of the NELP report: (a) Create an expanded definition of parent involvement and family literacy programs, (b) include programs that are familial and culturally competent, and (c) develop expanded matrices for evaluating family literacy programs that reflect a more inclusive measure of effectiveness

Developmental psychology · Early literacy · Family literacy · Ideology · Information literacy · Literacy · Pedagogy · Political science · Politics · Representation (politics · Sociology · Multilingual Education and Policy · Parental Involvement in Education · Psychology · Reading and Literacy Development