Family literacy Family literacy practice and practice and

research in Canadaresearch in Canada

Yvon LabergeYvon Laberge

ÉdukÉduk

Alberta, CanadaAlberta, Canada

ylaberge@shaw.caylaberge@shaw.ca

OverviewOverview Setting the table: The Canadian geo-Setting the table: The Canadian geo-

political contextpolitical context Family literacy practice - examples from Family literacy practice - examples from

AlbertaAlberta Research in Family LiteracyResearch in Family Literacy Two cases studies exploredTwo cases studies explored

Huge landbaseHuge landbase

PopulationPopulation

Most of the population concentrated along Most of the population concentrated along the 49th parallelthe 49th parallel

Officially bilingual - French and EnglishOfficially bilingual - French and English Canada is a land of immigrantsCanada is a land of immigrants Aboriginal populations are the fastest Aboriginal populations are the fastest

growinggrowing Largest cities are Toronto, Montreal, Largest cities are Toronto, Montreal,

Vancouver - all cosmopolitanVancouver - all cosmopolitan Rural areas tend to be more ethnically Rural areas tend to be more ethnically

homogeneoushomogeneous

Political organization: Political organization: Two tier systemTwo tier system

National government (federal National government (federal government)government)

Provincial and territorial Provincial and territorial governments (10 provinces and 3 governments (10 provinces and 3 territories)territories)

Roles and responsibilities defined in Roles and responsibilities defined in the national constitutionthe national constitution

Division of Division of responsibilitiesresponsibilities

Federal governmentFederal government No direct involvement No direct involvement

in educationin education Redirect funds to Redirect funds to

provincial/territorial provincial/territorial governments for adult governments for adult educationeducation

No program delivery No program delivery mandate - only mandate - only peripheral supportperipheral support

Provincial/territorial Provincial/territorial governmentsgovernments

Education - raise Education - raise taxes, define taxes, define curriculum, etc.curriculum, etc.

Manage adult Manage adult education systemseducation systems

Responsible for Responsible for direct delivery of direct delivery of adult/family adult/family literacyliteracy

ConsequencesConsequences

No national literacy strategy (one of the No national literacy strategy (one of the few industrial countries lacking such a few industrial countries lacking such a strategy)strategy)

13 different approaches to literacy 13 different approaches to literacy deliverydelivery

Little or no transferability between Little or no transferability between programs from one province/territory to programs from one province/territory to anotheranother

Generally poorly funded adult/family Generally poorly funded adult/family literacy programsliteracy programs

Literacy levels (Literacy levels (IALSS IALSS results)results)

Examined three forms of literacy: Examined three forms of literacy: prose, document, quantitativeprose, document, quantitative

Five levelsFive levels Level 3 is the level the OECD and Level 3 is the level the OECD and

Statistics Canada consider to be the Statistics Canada consider to be the minimum required to be able to minimum required to be able to function effectively in a modern function effectively in a modern society and economy.society and economy.

Literacy levels (Literacy levels (IALSS IALSS results)results)

42% of the working aged adult 42% of the working aged adult population was at levels one and two population was at levels one and two on the IALS prose scaleon the IALS prose scale

Represents approximately 9 million Represents approximately 9 million CanadiansCanadians

Literacy levels (Literacy levels (Aboriginal Aboriginal population)population)

Prose literacy performance of the Prose literacy performance of the Aboriginal populations surveyed is Aboriginal populations surveyed is lower than that of the total Canadian lower than that of the total Canadian population.population.

Younger Aboriginal people have Younger Aboriginal people have

higher scores than older ones but all higher scores than older ones but all age groups score lower than non-age groups score lower than non-Aboriginal people. Aboriginal people.

Literacy levels Literacy levels ((Francophone population)Francophone population)

The proportion of Francophones with low The proportion of Francophones with low literacy is higher than the proportion of literacy is higher than the proportion of Anglophones with low literacy - 52% Anglophones with low literacy - 52% across the countryacross the country

56% in Québec56% in Québec

66% in New Brunswick66% in New Brunswick

Literacy levels (Literacy levels (Immigrant Immigrant population)population)

Overall, immigrants of work age Overall, immigrants of work age performed significantly below the performed significantly below the Canadian born population.Canadian born population.

Immigrants whose mother tongue was Immigrants whose mother tongue was neither English nor French have lower neither English nor French have lower average scores in all four domains average scores in all four domains compared to immigrants whose mother compared to immigrants whose mother tongue is one of the two official tongue is one of the two official languages.languages.

Unexpected resultsUnexpected results

Little improvement in the overall literacy Little improvement in the overall literacy proficiency of adult Canadians between proficiency of adult Canadians between 1994 and 20031994 and 2003

Improvements had been Improvements had been expected because:expected because:

Retirement of older, less educated Retirement of older, less educated workers; workers;

New immigrants tend to be more highly New immigrants tend to be more highly educated; educated;

Growth in the proportion of the Growth in the proportion of the Canadian-born population with Canadian-born population with postsecondary educationpostsecondary education

Impact of these results on Impact of these results on family literacyfamily literacy

Family literacy policies tend to focus on Family literacy policies tend to focus on children who are in “at risk children who are in “at risk environments”environments”

Target immigrant populationsTarget immigrant populations Target aboriginal populationsTarget aboriginal populations Federal government has targeted Federal government has targeted

francophones in a minority contextfrancophones in a minority context

In the province of AlbertaIn the province of Alberta

Parent-child literacy strategyParent-child literacy strategy

Family literacy initiative fundFamily literacy initiative fund

Parent-child literacy strategyParent-child literacy strategy

Focuses on intergenerational Focuses on intergenerational educational approaches that educational approaches that integrate adult literacy integrate adult literacy development and early oral development and early oral language development for children language development for children aged 0 to 6 for economically and aged 0 to 6 for economically and socially disadvantaged families.socially disadvantaged families.

Parent-child literacy strategy: Parent-child literacy strategy: ObjectivesObjectives

Enhance the oral language, early Enhance the oral language, early literacy and social interaction skills of literacy and social interaction skills of children aged 0 to 6children aged 0 to 6

Strengthen and build the basic literacy Strengthen and build the basic literacy skills of parents.skills of parents.

Support and foster the involvement of Support and foster the involvement of parents in their children’s learningparents in their children’s learning

Develop and enhance community-based Develop and enhance community-based partnershipspartnerships

Parent-child literacy strategy: Parent-child literacy strategy: 5 strategic axis5 strategic axis

Awareness RaisingAwareness Raising Assessing NeedAssessing Need Program DeliveryProgram Delivery TrainingTraining EvaluationEvaluation

Parent-child literacy strategy: Parent-child literacy strategy: Key activities to dateKey activities to date

English Express Special IssuesEnglish Express Special Issues Parent-Child Literacy and Home Parent-Child Literacy and Home

Visitation PartnershipsVisitation Partnerships Intensive Family Literacy Pilot and Intensive Family Literacy Pilot and

Evaluation (Learning Together Evaluation (Learning Together Study)Study)

Training Training Family Literacy Initiative FundFamily Literacy Initiative Fund

Parent-child literacy strategy: Parent-child literacy strategy: Home visitation pilot projectHome visitation pilot project

Support home-visitors in providing Support home-visitors in providing family literacy programmes in the family literacy programmes in the home.home. TrainingTraining Materials and programmesMaterials and programmes EvaluationEvaluation

Parent-child literacy strategy: Parent-child literacy strategy: Innovative projectsInnovative projects

A number of innovative projects A number of innovative projects are supported including the are supported including the Classroom on Wheels (C.O.W.)Classroom on Wheels (C.O.W.)

Alberta Prairie C.0.W. Alberta Prairie C.0.W.

Video interlude!!!Video interlude!!!

Sample Family Literacy Sample Family Literacy Programmes supported Programmes supported

by the FLIF*by the FLIF*

*The following slides on programmes have been reproduced with the permission of the Centre for Family Literacy

Books for BabiesBooks for Babies

Provides resources to familiesEncourages parents to read to their childrenBuilds strong foundations in literacy

Building Blocks

Literacy builders work with families in their homesBuilders work with parents and children,with parents gradually taking overBuilders provide follow-up support by telephone

Help Your Child to Help Your Child to ReadRead

and Writeand WriteFor parents of school-age childrenProvides strategies for parents to usein helping their children withreading and writing

Literacy and Parenting Skills

Provides literacy and parenting skills workshopsGroups choose from 14 parenting topicsParents learn to model good literacy practiceswith their children

Two programmes in French

Grandir avec les livresParents and caregivers of children birth to 4 years oldWorkshops increase awareness of early learning andfoster interest in reading

Contes sur rouesFollow-up to Grandir avec les livresParents and caregivers of childrenup to 4 years oldHome or daycare visitor modelsreading activities, leavesresources for family or daycareto use

Parent-Child Mother Goose / Rhymes That Bind

For parents and veryyoung childrenDevelops oral language through rhymes and songsPromotes positive parenting

Storysacks

‘Sacks’ contain a story book, toys, and propsLanguage games and ideas for use arealso includedThey can be used in families, daycares, libraries,and other settings

PCLS - Supports a PCLS - Supports a Training StrategyTraining Strategy

Foundational trainingFoundational training Models trainingModels training Training sessions designed to Training sessions designed to

meet the specific needs of key meet the specific needs of key stakeholdersstakeholders

Foundational training Foundational training

Offered in person or on-lineOffered in person or on-line Covers 10 topics considered essential to Covers 10 topics considered essential to

organize and offer a family literacy organize and offer a family literacy programmeprogramme

Each topic is presented in a three hour Each topic is presented in a three hour sessionsession

Participants are given a manual that covers Participants are given a manual that covers all the information presented and moreall the information presented and more

Currently being adapted as a credit course Currently being adapted as a credit course through a community collegethrough a community college

10 chapters - 10 topics10 chapters - 10 topics

1.1. Understanding Understanding Family LiteracyFamily Literacy

2.2. The Practice of The Practice of Family Literacy in Family Literacy in an Unjust Worldan Unjust World

3.3. The Dynamics of The Dynamics of Working with Working with ParentsParents

4.4. Understanding Understanding Children and their Children and their DevelopmentDevelopment

5.5. Understanding Understanding Emergent LiteracyEmergent Literacy

6.6. Working with Working with Families in a Families in a Family Literacy Family Literacy SettingSetting

10 chapters - 10 topics10 chapters - 10 topics

7.7. Working with Working with CommunitiesCommunities

8.8. Administering a Administering a Family Literacy Family Literacy ProjectProject

9.9. Evaluating Family Evaluating Family Literacy ProjectsLiteracy Projects

10.10. Best Practices in Best Practices in Family LiteracyFamily Literacy

Models trainingModels training

Training is provided on specific Training is provided on specific programme modelsprogramme models

Offered during a two or three day Offered during a two or three day institute in a central location - or in institute in a central location - or in the communitythe community

Targeted trainingTargeted training

Training is provided to targeted Training is provided to targeted groups requiring a specific groups requiring a specific emphasis. Examples of such groups emphasis. Examples of such groups include:include: Community health workersCommunity health workers Day-care workersDay-care workers Home-visitorsHome-visitors

Introductory session on Family Introductory session on Family Literacy (2-3 hours)Literacy (2-3 hours)

ResearchResearch

OverviewOverview

General state of research in Family General state of research in Family Literacy in CanadaLiteracy in Canada

Two case studiesTwo case studies

General State of General State of ResearchResearch

Traditionally, priority placed on applied Traditionally, priority placed on applied research.research.

NLS is moving away from applied NLS is moving away from applied researchresearch

Rapidly developing area of research by Rapidly developing area of research by the academic communitythe academic community

Research tends to be in specialized areasResearch tends to be in specialized areas A clearinghouse for research is CLLRNetA clearinghouse for research is CLLRNet

CLLRNet (CLLRNet (Canadian Canadian Language and Literacy Language and Literacy Research Network)Research Network) Multidisciplinary research program Multidisciplinary research program

integrates contributions from the integrates contributions from the many sectors involved in children's many sectors involved in children's language and literacy development, language and literacy development, including basic and applied including basic and applied scientists, educators, clinicians, scientists, educators, clinicians, students, parents and caregivers, students, parents and caregivers, and industrial and government and industrial and government partners. partners.

CLLRNet (CLLRNet (Canadian Canadian Language and Literacy Language and Literacy Research Network)Research Network)

Currently more than 50 projectsCurrently more than 50 projects For more information on CLLRNet For more information on CLLRNet

and the research programmes:and the research programmes: www.cllrnet.cawww.cllrnet.ca www.cllrnet.ca/index.php?www.cllrnet.ca/index.php?

fa=Research.show fa=Research.show

ONTARIO STUDY - ONTARIO STUDY - FRENCHFRENCH

““For my Child:For my Child: A Study of the Impact of A Study of the Impact of French-Language Family Literacy French-Language Family Literacy Programs on Francophone Families in Programs on Francophone Families in Linguistic Minority Settings in Linguistic Minority Settings in OntarioOntario

““Pour mon enfant d’abord: Étude de Pour mon enfant d’abord: Étude de l’impact de l’alphabétisation familiale sur l’impact de l’alphabétisation familiale sur les familles vivant en milieu minoritaire les familles vivant en milieu minoritaire en Ontario”en Ontario”

For my Child: For my Child: PurposePurpose

To assess the changes observed in To assess the changes observed in literacy habits and in use of French literacy habits and in use of French among parents and children who among parents and children who have been involved in one of the have been involved in one of the French-language literacy programs French-language literacy programs offered by seven French language offered by seven French language literacy centres in Ontario.literacy centres in Ontario.

For my Child: For my Child: MethodologyMethodology

Semi-directed interviews with the Semi-directed interviews with the participating parents, their literacy participating parents, their literacy trainers, and the directors of these trainers, and the directors of these centres.centres.

Questionnaire used to guide the Questionnaire used to guide the interviewinterview

For my Child: For my Child: MethodologyMethodology

Interviews with participants Interviews with participants conducted at the start of the conducted at the start of the programme and at the end - using programme and at the end - using the same questionnaire.the same questionnaire.

Interviews with facilitators and Interviews with facilitators and coordinators conducted at the end of coordinators conducted at the end of the programmethe programme

For my Child: For my Child: MethodologyMethodology

Cohort 1 - a total of 52 families Cohort 1 - a total of 52 families involvedinvolved 52 women and 10 men interviewed 52 women and 10 men interviewed

Cohort 2+3 - a total of 177 familiesCohort 2+3 - a total of 177 families 161 women and 31 men interviewed161 women and 31 men interviewed

For my Child: For my Child: Typology Typology of programmes - cohort of programmes - cohort

11 Six programmes had direct parent Six programmes had direct parent

and children involvementand children involvement Three programmes had direct parent Three programmes had direct parent

involvement and indirect impact on involvement and indirect impact on the childthe child

For my Child: For my Child: Typology Typology of programmes - cohorts of programmes - cohorts

2 + 32 + 3 Six programmes had direct parent Six programmes had direct parent

and children involvementand children involvement One programme had direct parent One programme had direct parent

involvement and indirect impact on involvement and indirect impact on the childthe child

For my Child: For my Child: FindingsFindings

Few adults with low literacy skills Few adults with low literacy skills participated in these family literacy participated in these family literacy programs.programs.

More parents and children More parents and children spontaneously used French in daily spontaneously used French in daily literacy and non-literacy related literacy and non-literacy related activities activities

For my Child: For my Child: FindingsFindings

Children increased French Children increased French vocabularyvocabulary

Children were more likely to comply Children were more likely to comply with a routine and follow instructions.with a routine and follow instructions.

Children developed a feeling of Children developed a feeling of belonging with the French language belonging with the French language and associated it with pleasant and associated it with pleasant activities.activities.

(as observed by parents)(as observed by parents)

For my Child: For my Child: FindingsFindings

Family literacy programmes had a major Family literacy programmes had a major positive impact on parents in two respects:positive impact on parents in two respects:

on the parents’ parenting skills,on the parents’ parenting skills, on their learning and their use of French.on their learning and their use of French.

More specifically, the parents who More specifically, the parents who participated in these programs participated in these programs now:now:

apply the parenting strategies that they have apply the parenting strategies that they have learned, especially as regards disciplining their learned, especially as regards disciplining their children and encouraging their interest in reading children and encouraging their interest in reading and writing;and writing;

say that they are better equipped to play their say that they are better equipped to play their role as parents;role as parents;

have become aware that any activity can be a have become aware that any activity can be a learning activity;learning activity;

have a better grasp the importance of using have a better grasp the importance of using French in the home;French in the home;

engage in more activities with their children, engage in more activities with their children, especially in French.especially in French.

For my Child: For my Child: FindingsFindings

Family literacy programs play an Family literacy programs play an important role in the growth and important role in the growth and development of the Francophone development of the Francophone community.community. Increased enrolment of participants’ Increased enrolment of participants’

children in French schoolschildren in French schools Increased participation in community Increased participation in community

activitiesactivities

Learning Together

The Learning Together program offers sessions for parents, an early childhood development program for the children, and then joint sessions in which parents and children interacted around literacy events.

The Learning Together program was developed as part of a longitudinal study conducted by the University of Alberta. The results were published in a book: Family Literacy Matters: A Longitudinal Parent-Child Literacy Intervention Study Linda M. Phillips, Ruth Hayden, and Stephen P. Norris Data presented in the following slides is drawn from this study.

Learning Together

Eight key units for each:

• Adult component• Early years component• Joint sessions component

* Programme developed by the Centre for Family Literacy borrowed heavily from BSA (Basic Skills Agency) programme model, taken from the book - Family Literacy Works (Brooks et al. 1996)

Learning Together: Learning Together: Themes for each unitThemes for each unit

Creative playCreative play Developing language and literacyDeveloping language and literacy GamesGames Beginning with BooksBeginning with Books Early readingEarly reading Writing and drawingWriting and drawing Environmental printEnvironmental print Advice and guidanceAdvice and guidance

Learning Together: Learning Together: Themes for each unitThemes for each unit

Facilitators advised and encouraged to Facilitators advised and encouraged to “respect and build on parents’ existing “respect and build on parents’ existing skills and abilities within each of the skills and abilities within each of the units…”units…”

Facilitators required expertise and skills Facilitators required expertise and skills in their respective areas - working with in their respective areas - working with adults and working in early childhood adults and working in early childhood development.development.

Learning Together: Learning Together: TimeframeTimeframe

Three mornings or afternoons per weekThree mornings or afternoons per week Over three month periodOver three month period Total of 90 hoursTotal of 90 hours

Learning Together: Learning Together: TimeframeTimeframe

Separate adult sessionSeparate adult session Separate early-years sessionSeparate early-years session Each has its own facilitatorEach has its own facilitator Last 30 minutes each day, parents are Last 30 minutes each day, parents are

paired with their child. Facilitators paired with their child. Facilitators remained in the room to oversee.remained in the room to oversee.

Learning Together: Learning Together: MethodologyMethodology

13 week pilot study helped refine 13 week pilot study helped refine programme model and research toolsprogramme model and research tools

Treatment groups of children and parents Treatment groups of children and parents compared with control/comparison groupscompared with control/comparison groups

158 children participated in five sites - 3 158 children participated in five sites - 3 urban and 2 ruralurban and 2 rural

Learning Together: Learning Together: Assessment tools - Assessment tools -

ChildrenChildren Peabody Picture Vocabulary TestPeabody Picture Vocabulary Test Test of Early Reading Ability(TERA - 2 Test of Early Reading Ability(TERA - 2

Forms A & B)Forms A & B) Test of Early Reading Ability(TERA - 3 Test of Early Reading Ability(TERA - 3

Forms A & B) Forms A & B)

Learning Together: Learning Together: Assessment tools - AdultsAssessment tools - Adults Canadian Adult Reading Assessment Canadian Adult Reading Assessment

(CARA)(CARA) Graded Word List Graded Word List Graded PassagesGraded Passages

Learning Together: Learning Together: Interviews and Interviews and ObservationsObservations Pre and post programme interviews conducted Pre and post programme interviews conducted

with all participantswith all participants Yearly follow-up interviews conducted around Yearly follow-up interviews conducted around

the anniversary of the completion of the the anniversary of the completion of the programmeprogramme

Each programme observed by one of the Each programme observed by one of the researchers for a minimum of 2 hoursresearchers for a minimum of 2 hours

Learning Together: Learning Together: FindingsFindings

The program had a positive influence on all The program had a positive influence on all children except those who were already in the children except those who were already in the top 20 – 30% at the pretest stage. top 20 – 30% at the pretest stage.

Participant parents acquired and implemented Participant parents acquired and implemented more frequent and varied literacy activities at more frequent and varied literacy activities at home than the control group parents. home than the control group parents.

Participant parents also reported being more Participant parents also reported being more confident and secure in their own ability to help confident and secure in their own ability to help their children.their children.

Learning Together: Learning Together: FindingsFindings

The program was most effective for The program was most effective for children with the greatest need.children with the greatest need.

No specific increase in the parents’ literacy No specific increase in the parents’ literacy levels because of the short length of the levels because of the short length of the programprogram

There were qualitative improvements in There were qualitative improvements in the parent’s ability to advance the literacy the parent’s ability to advance the literacy levels of their children.levels of their children.

Learning Together: Learning Together: Lessons learnedLessons learned

Recruitment of participants, especially for the Recruitment of participants, especially for the control group was very difficult and required a control group was very difficult and required a significant amount of resources (staff time and significant amount of resources (staff time and money)money)

Particularly difficult to identify and recruit Particularly difficult to identify and recruit control group participants that mirrored the control group participants that mirrored the treatment group.treatment group.

Require a longer and more intensive adult Require a longer and more intensive adult literacy component to make a difference.literacy component to make a difference.

Need to examine impact of less intensive Need to examine impact of less intensive programmesprogrammes

Learning Together: Learning Together: Lessons learnedLessons learned

Need to better understand cultural Need to better understand cultural and social differences and how they and social differences and how they effect literacy developmenteffect literacy development

Need to use the research to develop Need to use the research to develop policy and practice that best utilizes policy and practice that best utilizes limited resources and ensures the limited resources and ensures the use of the most appropriate use of the most appropriate strategies for a given groupstrategies for a given group