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The impact of family literacy programmes on children’s literacy skills, and on literacy practices in the home
£153,624, Nuffield Foundation This research examines the impact of family literacy (FL) programmes on children’s reading and writing skills and on literacy practices in the home. The project addresses major questions left unanswered by the current available evidence: are the literacy improvements of children participating in FL programmes greater than those made by children who do not attend programmes? In what ways do parents translate and implement messages from FL programmes, and what is the impact of FL on the literacy practices and attitudes at home? The research focuses on FL programmes across England offered to children in Reception/Year One and their parents. A mixed methods approach is used: quantitative data gathered via established assessment instruments in reading and writing, pre- and post-course parental questionnaires, and teacher questionnaires; qualitative data will be obtained through telephone interviews with a sub-sample of 60 parents. To compare the progress in literacy of the children who attend FL programmes (a projected sample of 300) with those who do not, a control group (also comprised of a projected sample of 300 children), matched to the participant children, will be established within each school. The main outcome will be to provide robust evidence which will help improve the structure, quality and delivery of FL programmes, and thus lead to greater child and parent literacy gains. This information will be valuable for central government, as the main funder of FL programmes, and also for local authorities, schools, FL managers, practitioners, parents and academics.
3 Researchers
  • IOE - Education, Practice & Society
    extResource/image/01/OPISA18
  • IOE - Education, Practice & Society
    extResource/image/01/JSWAI45
  • IOE - Education, Practice & Society
    extResource/image/01/JSVOR34
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