Carolina Family Literacy Studies

These studies have concluded, although data is still being analyzed.

This study has concluded.

Investigators: Barbara Hanna Wasik

Project staff: Joanne Roberts, Dionne Dobbins, Suzannah Herrmann

Research goals, structure: The study had three objectives: (1) to examine outcomes for children and parents, (2) to examine program processes, and (3) to examine in depth the experiences of a selected group of parents. We developed an intensive set of assessment materials, including interviews and performance-based assessment instruments, and classroom observation procedures.

Initial findings: Our data suggest a relationship between staff perceptions of parent involvement and children's scores on a measure of early reading.

Our work also points out the complexity of conducting research on family literacy programs. For example, the fact that parents are required to participate in these programs by attending adult literacy or adult education programs and by participating in parenting education makes the determination of such information as length of participation and days in attendance difficult. Programs make it possible for parents to enter the program throughout the academic year, thus making it difficult to evaluate changes across the year.

Professional development implications: Increased professional development for teachers and directors is needed. Teachers need additional information related to developing literacy rich classrooms, and ways of addressing the needs of children from many different cultures. They need methods of assessing their own classrooms and ways of determining the needs of individual children. Directors need to be provided additional guidance on program management and evaluation procedures. Almost all staff need knowledge about ways to conduct the parent-child interaction time in order to make the most productive use of this time.

Publications, products:

Wasik, B. H., Dobbins, D.R., & Herrmann, S. (2001). Intergenerational family literacy: Concepts, research, and practice. In S. Neuman & D. Dickinson (Eds.). Handbook of Early Literacy Development (pp.444-458). New York: Guilford.

Wasik, B. H., Herrmann, S., Dobbins, D.R., & Roberts, J.E. (2000). Family literacy programs: A promising practice for the 21st century. NC Association for Supervision and Curriculum Development, Fall Edition, 7-19.

Wasik, B. H., Herrmann, S., Berry, R.S., Dobbins, D. R., Schimizzi, A. M., Smith, T. K., & Herman, P (2000). Family literacy: An Annotated Bibliography. Washington, DC: U.S. Department of Education.

Wasik, B. H. (Ed.) (2001). A synthesis of research on family literacy programs. Report to the U.S. Department of Education. UNC-CH.

Wasik, B. H., & Herrmann, S. (2001). Family literacy programs: An overview. In B. Wasik (Ed.), A synthesis of research on family literacy programs. Report to the U. S. Department of Education. UNC-CH.

Herrmann, S., Wasik, B. H., Dobbins, D., & Lam, K.K. (2001). Service integration in family literacy programs. In B. H. Wasik (Ed.), A synthesis of research on family literacy programs. Report to the U.S. Department of Education. UNC-CH.

Wasik, B. H. (2001). Family literacy: conclusions and recommendations. In B. H. Wasik (Ed.) A synthesis of research on family literacy programs. Report to the U.S. Department of Education. UNC-CH.

Instruments: Preschool Emergent Literacy Environment Scale (PELES) --Assesses the literacy richness of the classroom Environmental Print--Assesses children's knowledge of environmental print.