Abstract
Family literacy programs abound today, and many try to be all things to all participating families. Funding has eroded for programs of long length and shorter length programs need a specific focus to aim for a modicum of success. This article provides an overview of the importance of interactive reading for children’s future success in school, providing clear reasons for having it as a program focus. Specific research-based interactive reading behaviors which act as program objectives and a linked interactive reading assessment for accountability purposes are described. Methods of serving and recruiting diverse families are also explored. An example of a program is provided to demonstrate how to design a family literacy program of manageable length that leads to measurable gains in joint reading behaviors.
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DeBruin-Parecki, A. Establishing a Family Literacy Program with a Focus on Interactive Reading: The Role of Research and Accountability. Early Childhood Educ J 36, 385–392 (2009). https://doi.org/10.1007/s10643-008-0299-3
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DOI: https://doi.org/10.1007/s10643-008-0299-3