Parents’ learning in family literacy: a mixed-methods evaluation

Abstract

Abstract In the USA, comprehensive family literacy programs integrate adult education and parent education, interactive parent-child literacy activities, and early childhood education or school for children. Although parents’ learning is central to family literacy, research overwhelmingly focuses on children’s outcomes or positions parents as conduits of children’s learning. Thus, we know little about changes in parents’ language and literacy capabilities, self-concepts, social support systems, or other benefits. This study reports findings from a multi-year, mixed-methods evaluation of five family literacy programs in Philadelphia, Pennsylvania. Participants were primarily immigrant mothers. Qualitative data, along with statistically significant quantitative data from a pre-post survey (n = 139), demonstrate learning in four domains: educational, personal, social, and parenting. Specifically, parents developed literacy and language skills; enjoyed reading more and spent more time reading alone and with children; were more involved in everyday literacy practices; increased their self-confidence and self-esteem; provided support for each other, developed friendships, and built a sense of community; and increased support for and involvement in their children’s development, literacy, and education. These results build on prior research on parental outcomes and illustrate the value of using multi-faceted, holistic measures to examine how parents benefit from family literacy.

Keywords

• Family literacy
• Family learning
• Intergenerational learning
• Adult education
• Evaluation