Poster #59 - The Ecological Evaluation of the Effectiveness of an Early Community-Supported Family Literacy Program

• In Event: Poster Session 01

Abstract

Abstract:
Background: Early literacy is a predictor of long-term academic success (e.g. Cunningham et al., 2009; Neuman & Knapczyk, 2022). Families play an important role in children’s reading skills development and motivation (e.g. Wasik, 2012), and many programs aim to promote children’s outcomes by raising family knowledge and practice around literacy (Gomby, 2012; Lynch & Prins, 2021). However, far less work has examined the value of a literacy-rich community on children’s early literacy outcomes (e.g. Hirsh et al., 2019; Nichols et al., 2020).

Family Literacy Program: The current study examines a year-long community literacy project managed by a non-profit organization in a major mid-Atlantic city. Approximately 100 families of children aged birth to nine in a highly diverse community with high levels of economic poverty meet once per month at the organization for 2 hours on a Saturday morning. Trained family ambassadors, who are members of the community, create literacy activities for children and families to visit, and families can shop for free books in a library bookmobile.

Research aims: We ask three questions:
- What literacy experiences (code vs. meaning-focused) are offered by the community activities at these events, and in what dosage?
- How do children and adults spend their time at the literacy events?
- What are adults’ perceptions of/satisfaction with the literacy events throughout the year?
- What are the knowledge and dispositions of the family ambassadors?

Participants: Participants include all attendees (approx. 100 families each month) of the full year (9 months, September to June) of community literacy events. Approx. 90% of adults are mothers, and approx. 50% of children are girls. Children range in age from birth to nine, with an average age of 5 years old.

Measures: Literacy experiences are assessed using a running record that traces each activity and time range.
Child and adult time is assessed by time sampling, and every five minutes within one hour, researchers would follow five random children and adults to observe their engagement.
Adults’ perceptions and satisfaction are assessed through scales in every event and family interview.
Family ambassadors’ views are assessed through a survey at the start and end of the year and a year-end focus group.

Pilot results: Preliminary findings indicate that the activities at the gatherings have some literacy content, particularly around letter recognition and storybook reading, but many of the activities are largely focused on craft. Children are highly engaged, with many children sitting at tables and assembling crafts (or using the materials to create their own crafts) for more than 60 minutes. Relatively little language is exchanged between family ambassadors, adults, and children at the activities. Adults are often seated next to children or in groups with friends, chatting or reading/texting on their phones. Adult satisfaction is very high (95-100% satisfaction among parents). Family ambassadors have relatively minimal background knowledge about early literacy but are eager to support families.

Conclusions: This community literacy program is highly engaging for children and families, although there is room to create more rigorous literacy experiences.

Authors

• Qiling Wu, Temple University
  Presenting Author

• Annemarie H Hindman, Temple University