The influence of a family literacy program on low socio-economic families and their children

This study was designed to examine and evaluate the influence and effectiveness of a family literacy program on a targeted group of at-risk families and their children. Parents who attend General Equivalency Diploma (GED) classes were included in the study. Their three and four-year-old children simultaneously attended preschool classes at the Family Resource Center.;The purpose of this study was to evaluate the effectiveness of a family literacy program on the attitudes and achievements of parents and their children.;The family literacy program was developed to break the intergenerational cycle of illiteracy and undereducation. It is based on the highly successful Parent and Child Education (PACE) program and the Kenan Trust Family Literacy Model. These programs were first implemented in Kentucky and North Carolina. The family literacy program contains two components: an early childhood preschool curriculum and a parent component designed to increasing students' critical thinking skills and interpersonal skills. The parent component provided parents with a safe learning environment, support services, and a human resource development component.;Fourteen at-risk adults participating in the program were either the parents or the primary caregivers of a three or four-year-old child eligible for pre-kindergarten. Four days a week these parents brought their children to the Charles Drew Family Resource Center and remained on campus to participate in the program.;Results of this study showed that the family literacy program had a positive effect on a targeted group of at-risk families. Positive attitude changes of parents toward the value of education after participating in the programs were observed. An increase of parental involvement in the educational activities of their children and an increase in the parent's positive behavior toward their children was also observed.;Children's scores on the Brigance Preschool Screen indicated no significant difference on readiness achievement between the comparison group and those students targeted by the program.