16 DESIGNING ACTIVITIES TO PROMOTE FAMILY LITERACY

Increasing Access to Family Literacy Opportunities

The Head Start program should be involved at the very basic level
of increasing Head Start families’ access to the materials, activities,
and services which are the foundation for family literacy develop-
ment. Many low-income homes lack reading materials which
parents can share with their children. This need cannot be
overlooked by a family literacy program. The Nationai Center for
Family Literacy underlines the findings of multiple studies of
children’s school success: ‘‘Parents who have books in the home
and read to their children have children who are good readers and
good students.””

Encourage Head Start parents to use the public library. Regular
visits will help cultivate a familiarity and comfort with library
facilities. The library offers numerous educational opportunities
such as story hours, reading clubs, etc.

Parents must acquire, and share with their children, stimulating
children’s books. Head Start can introduce and encourage ongoing
use of book-lending resources such as the public library and/or a
Head Start collection. It is also important for families to acquire
reading materials that they and their children can keep as their
own. Consult with the local library to identify community
resources for low-cost or donated reading materials.

One resource which several Head Start programs have utilized to
obtain low-cost, high quality children’s books is Reading Is Funda-
mental, Inc. (RIF). A national non-profit organization, RIF supports
community projects that encourage children to want to read. RIF
believes that children who like to read, will read.

Each RIF project is sponsored by a local agency and staffed by
community volunteers. Using the network provided by the national
RIF, local projects order books from publishers at discount prices.
They then give them away to young people at several *tbook
distributions’’ throughout the year.

Presently there are Head Start-based RIF projects in 17 States.
Many Head Start RIF projects report that RIF’s name recognition
improves community support for the fund-raising required for book
purchases. (See Section IV of Appendix A to obtain information
about enrolling in RIF.)

ll


FIRST STEPS IN PROMOTING FAMILY LITERACY

to ‘‘connect’’ with families which might otherwise be overlooked
or ineffectively served by existing approaches. Refer to Table 2 on
page 14 for suggestions about collaborating with local family
literacy resources.

TABLE 1
Action Plan for Getting Started In Family Literacy

. TAKE INVENTORY

Take an inventory of existing projects and practices in your
Head Start center. Which practices proinote family literacy
development? Which might complement a family literacy
initiative underway in the community? What resources are
available to further these efforts? (Use the Inventory pro-
vided as Page 11)

. SET PRIORITIES

Review the needs of the surrounding community and Head
Start parents and families. Include parents and staff in the
discussion. Set priorities. Determine whether these needs
can be addressed over the short term or will require long
term projects.

. SET OBJECTIVES/GOALS

After needs and resources are determined, define the goals
and objectives of this initiative. What should be accomplished
through this effert? What specific benefits will families
derive from the project?

. DEVELOP STRATEGIES

Design strategies to further establish goals and objectives.
Decide how to incorporate the literacy initiative into every-
day program activities, in the classroom, home visits, family
needs assessment, social services, etc. How can new
literacy efforts become a long-lasting feature of the
program? What community organizations offer literacy
services the families need and how can Head Start help
these services become more effective for Head Start families?



20 DESIGNING ACTIVITIES TO PROMOTE FAMILY LITERACY

For many Head Start programs, the home visit provides a good
opportunity to demonstrate and support parent-child literacy in-
teractions. Home visitors must establish literacy promotion as a
priority, plan literacy activities which involve the parent and child
for some portion of their visit, and take time to specifically
demonstrate and reinforce parent practices which promote literacy

The Head Start Family Literacy Initiative seeks to build a parent's
confidence in reading to his or her child. Encouraging parents to
read elementary level books to their children can reduce their
negative connotations about an adult reading children’s books.
Furthermore, children often enjoy hearing an adult read a story
aloud several times. This activity can contribute to the literacy
development of both the parent and child. Any parent, despite his
or her reading skills, can share literacy promoting activities, such
as telling stories or sharing picture books. These activities can in-
crease a child’s success in becoming a reader. For parents with
limited literacy skills, guidance and support from the Head Start
program zan enable them to undertake this role.

Supporting Head Start Parents as Adult Learners

Head Start serves a large number of adults who are in need of
literacy skill improvement. A Head Start program can capitalize
upon its personal, supportive, family-centered approach to help
Head Start parents address their literacy needs. Head Start can also
call upon a powerful motivator for the Head Start parent, the fact
that parents who improve their own literacy skills are doing some-
thing which will significantly benefit their children. Because learning
to read is a long-term process that shows few immediate gains, it
is often difficult to enroll and retain adults in literacy programs.

Reports from Head Start grantees with adult literacy programs
recommend that initiatives start small and grow, with the benefit of
experience, into more comprehensive efforts. Successful programs
report that their initial adult literacy efforts, often with only two or
three adults with moderate levels of need, provided them with
valuable information on the nuts and bolts of adult literacy service,
e.g., volunteer training, curriculum, transportation and child care
issues. In addition, putting an identifiable ‘‘program’’ into opera-
tion provides a concrete example to share with potential col-
laborators. This example will show the role that Head Start can
play in a more comprehensive community literacy program. Col-
laboration can enable Head Start to acquire needed information
about literacy instruction methods and materials, tutor training and
support, and some of the incentives for participation which existing
literacy and adult education/training programs can offer.

rar



fo \ PROMOTING FAMILY LITERACY THROUGH HEAD START i

Introduction

he primary goal of Head Start is to promote the development

of social competence in the young children it serves. To
effectively meet this goal, Head Start has long recognized the
importance of supporting parents’ efforts to attain family self-
sufficiency and to be their child's first and most important teacher.
Today, adult illiteracy limits the economic self-sufficiency of
many Head Start families; furthermore, an inter-
generational cycle of illiteracy, low expectations, and
frustration threatens the development of Head Start
children. Head Start must respond by incorporating a
family-centered approach to promoting the literacy
development of the families it serves.

Family literacy programs support parents in im-
proving their adult literacy and help foster within

each family a love of reading and learning which
nurtures the literacy development of children. The
Barbara Bush Foundation for Family Literacy, in First
Teacher: A Family Literacy Handbook for Parents,
Policy-makers, and Literacy Providers, (1989)
provides the following descriptior of family literacy
programs:

Reading Is Fundamental, Inc. Used with permission.
Photo by Rick Reinhard,

These programs operate on the . ated or implicit belief that it is
important for the parent or primary care-giver to place a high
value on the acquisition of literacy skills and to take an active
role in the child’s education in order for that child to do his or
her best in school. Further, the more literate that parent er
care-giver becomes, the more effective he or she will be in
performing the necessary at-home and school-related tasks that
support the child’s educational development... .(T)hese programs
reflect the belief that tiie role of the parent in the educational
development of the child is critical - that parents are a child’s
first and most influential teachers. (pp. 2-3)

Head Start should play a significant role in helping its families
break the cycle of intergenerational illiteracy because:

Bl Literacy development, which begins in early childhood, is a
critical aspect of social competence;

Mi The adult literacy skills of Head Scart parents significantly affect
the self-sufficiency of their families;

@ Local. State, and national attempts to promote family literacy
need partners like Head Start to effectively reach low-income
families with young children.

5 ATAVIIVAY AdOD LSA



32

APPENDIX A - SELECTED FAMILY LITERACY RESOURCES

@ SER Family Learning Centers (FLCs)
of SER-Jobs for Progress, Inc.
SER-Jobs for Progress National, Inc.
1355 River Bend Drive, Suite 240
Dallas, TX 75247
Telephone: (214) 631-3999

This learning center focuses on Hispanic literacy training for
preschoolers, adolescents, welfare parents and senior citizens.
The SER literacy campaign places special emphasis on the
needs of Hispanics in the areas of education, training,
employment, business and economic opportunities.

U.S. DEPARTMENT OF EDUCATION

The Department of Education has four offices dedicated to
fostering literacy:

1, Clearinghouse on Adult Education
Division of Adult Education
Mary E. Switzer Building
400 Maryland Avenue, SW
Washington, DC 20202
Telephone: (202) 732-2412

The clearinghouse, maintained by the Division of Adult
Education, offers free information on family literacy.
Available publications include fact sheets, descriptions of
family literacy programs, and bibliographies.

2. Even Start Program
Compensatory Education Programs
400 Maryland Avenue, SW, Room 2043
Washington, DC 20202
Telephone: (202) 732-4682

The family-centered education projects funded under the
Even Start Program are designed to help parents become
partners in the education of their children and at the
same time to provide literacy instruction to the parents.
Local school districts in all States are eligible to apply
for funds.



DESIGNING ACTIVITIES TO PROMOTE FAMILY LITERACY 17

RIF Projects Enable Head Start Programs To:

fl Receive technical assistance on how to organize
and operate a RIF reading motivation project
(including fund-raising and volunteer recruitment);

Secure substantial discounts on quality children’s
books; and

@ Provide young children with books they may take
home and keep as their own.

Recently several Head Start grantees have established a RIF pro-
ject in their program with assistance from their local Kiwanis
Club. Ki vanis is an international service organization which has
establishi.d a service priority, through the year 1993, of addressing
the needs of young children. Kiwanis International’s ‘‘Young
Children: Priority One’’ campaign has designated Head Start and ee”
Reading Is Fundamental, Inc. as two of the select group of service
projects which their local affiliates are encouraged to support as
part of their community service efforts. As a result of this
campaign, several Head Start programs have become affiliates in
RIF with support provided by the local Kiwanis club. This is an
excellent example of community-based collaboration which is
bringing high quality family literacy materials and training to Head
Start programs and the families they serve. To learn more about
how the Kiwanis’ ‘*Young Children: Priority One*’ project may
help your program address family literacy please refer to

Section III of Appendix A.

Head Start programs use many creative approaches to acquire
reading materials for the children they serve. Several programs
have solicited quality children’s books and magazines from local
bookstores, toy stores, or other stores carrying reading materials
for children. One Head Start program described an arrangement
with their local postmaster whereby they collect ‘tundeliverableTM*
second class and third class mailings of magazines, newspapeis,
and other popular and current reading materials from the post of-
fice and then distribute these to Head Start families in their literacy
program. Other programs have acquired free reading materials
from publishers with production or distribution sites in their
communities.

cn


| a" PROMOTING FAMILY LITERACY THROUGH HEAD START 23

Insights From Head Start Literacy
Demonstration Projects

group of Head Start grantees received Coordinated Discretionary

Grant Program funding from the U.S. Department of Health and
Human Services, Office of Human Development Services, for the
period 1988 through 1990 to demonstrate effective
approaches to promoting literacy in Head Start families.
A brief description of each program was provided in
the August 1989 edition of the Head Start Bulletin.
These grantees met in 1989 and 1990. The observations
and suggestions they made at those meetings are pertinent
to any Head Start program addressing family literacy.

Observations and Suggestions From
Head Start Grantees

MTM@ Many parents report that they want to
improve their own literacy level to
benefit their children.

TM§ Many of the parents who participated
in the Head Start literacy program had
previously dropped out of an existing
adult basic education or literacy program.

1 A personal supportive approach suc-
ceeded in recruiting participants.

i It Is advisable to obtain an endorsement
of the literacy program from: current
or former Head Start parents to help
recruiting efforts.

a More parents than anticipated ad
coding Is Fundamental, Inc. Used with permission very low literacy skills (1.e., skills
Reading 1s Fanaa ee Rk Renard below a fourth grade reading level).

TM@ In order to sustain motivation, both Immediate
and long-term objectives should be established.

i It is important to address Issues of the adult
learner’s self-esteem, trust of the literacy pro-
gram providers, and motivation.

@ Provide support services to enable consistent
adult participation in a literacy prograrn.

TM Anticipate problems which can diszupt particlpation.

@ Head Start must develop partnerships with community
literacy programs to best serve Head Start families.

24



DESIGNING ACTIVITIES TO PROMOTE FAMILY LITERACY

W@ Consider how language and cultural differences create
barriers to some families’ participation in literacy promotion
activities. Work to remove these barriers and build bridges
which invite participation by everyone. Consult with local
programs experienced in serving particular cultural groups to
increase your program’s effectiveness in serving a multi-cultural
population.

Supporting Parents as Teachers

Every Head Start prograrn should emphasize the importance of
family in a child’s development of interest, competence, and

"Reading ts Fundamental, Inc, Used with permission
Photo by Rick Reinhard

pleasure in literacy activities. Literacy promotion is
something every parent can do, regardless of their
own level of literacy. However parents often need
specific information and guidance on the best methods
to promote their child’s literacy development. Well-
intentioned parents may attempt to promote their
child’s literacy with activities that are not develop-
mentally appropriate for the child. For example, the
parent who prematurely emphasizes alphabet recog-
nition or phonics skills, despite the child’s persistent
frustration, may discourage that child’s literacy
development.

An inventory of a family’s current literacy practices
is needed to plan support services. Most families
provide, or have access to, opportunities to stimulate
literacy development. How often do children lock at
or read books? What about the parent? If the family
watches television, what kinds of programs do they
view frequently? What daily opportunities exist for
the parent to engage the child in listening to stories
or sharing books? These and other questions should
be asked when developing support for parents

as teachers.

Literacy promotion with Head Start children should
not be exclusively classroom-based. Head Start parent
education programs reinforce the value that active
parent participation plays a part in a child’s literacy
development. Develop a strategy to transfer literacy
promotion from teacher to parent and to maintain the
parent's involvement. Such a strategy is integral to
the effectiveness of any parent education effort.



APPENDIX A ~ SELECTED FAMILY LITERACY RESOURCES 33

3. Family English Literacy Programs
Office of Bilingual Education and
Minority Language Affairs
400 Maryland Avenue, SW, Room 5620
Washington, DC 20202
Telephone: (202) 732-5728

The program offers assistance to help adults with limited
proficiency in English achieve competence in the English
language, and provides instruction on how parents and
family members can facilitate the educational achievement
of their children. Organizations eligible for assistance are
local school districts, colleges and universities, and private
nonprofit groups. In 1988, there were thirty-five projects
funded by this program.

4. Library Literacy Program
Office of Library Programs
555 New Jersey Avenue, NW, Suite 400
Washington, DC 20208

The Library Literacy Program makes grants to State and
local public libraries to support literacy programs. In fiscal
year 1988, 244 library literacy projects were funded and

5 percent (or eleven of these projects) provided family
literacy activities. A variety of approaches to family
literacy are represented in the library literacy projects
linking libraries with parents and children in several
States. State and local public libraries are eligible to apply
for funds.

800KS
Give us ro
WINGS ume

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‘+ U.9. GOVERNMENT PRINTING OFFICE: 1995 ~ 715 - 032 / 26042



14 FIRST STEPS IN PROMOTING FAMILY LITERACY

TABLE 2
interagency Collaboration at the Local Level

OBJECTIVE: To identify resources, establish contacts and

actively collaborate to promote family literacy in
Head Start.

Following are possible local level resources for Head Start pro-
grams to utilize in planning and implementing family literacy
promotion efforts in each of the three focus areas:

ACCESS FOR FAMILIES:

@ Reading Is Fundamental (RIF)

@ Public and School Libraries

ll Private Sources of Books to Own

@ Stimulation Resources (Storytellers, Readers,
Performing Artists)

PARENTS AS TEACHERS:

ll Family Literacy Projects (Even Start, Library, University,
Literacy Voiunteers)

lM Individuals and Organizations to Provide In-Service
Education and Materials/Activity Guides

@ Agricultural Extension Programs

@ Community Youth Organizations, e.g. Girl Scouts of America

Library Parent-Child Projects

PARENTS AS ADULT LEARNERS:

@ Adult Basic Education/G.E.D. Programs

ll Literacy Volunteer Organizations

Job Training Partnership Act (JTPA) and Private Industry
Council (PIC) Programs

@ Welfare Reform/J.0.B.S. Program

TM@ Community Literacy Councils

@ Community Colleges/Universities

@ English as a Second Language (ESL) Programs

i Library Aduit Literacy Programs

Ls

a00Ks
GWE Us om

WINGS tye

=—


6 INTERGENERATIONAL LITERACY

For many parents the desire to promote their child’s literacy
development can spur an interest in improving their own
literacy. The potential of Head Start to serve as a catalyst
for parents to address their adult learning needs should
not be underestimated. When Head Start can enable a
parent to identify his or her own literacy needs and sup-
port that parent’s participation in adult education oppor-
tunities, the benefits extend to the children and will last
well beyond the period of Head Start enrollment.

The Head Start Model and Family Literacy

Head Start and family literacy models share the belief that
the parent is a child’s first and most important teacher.
Therefore, it is not surprising to learn how well many
standard Head Start practices can be adapted to promote
family literacy. Such Head Start practices as the family
needs assessment and the community needs assessment
processes, developmentally appropriate educational
programming for children, parent involvement, parent
training, and the utilization of volunteers are existing
mechanisms for promoting family literacy.

The Head Start Family Literacy Initiative calls upon every
Head Start grantee to recognize family literacy as a
priority which is clearly reflected in the regular activities
of their Head Start programs. For example, in conducting
the family needs assessment, the observed and expressed needs of
family members for literacy development should routinely be
noted. Then support should be offered to the family in defining
and addressing individual goals. The educational programming for
classroom and home should reflect a commitment to promoting
children’s emerging literacy, and should actively involve parents as
models. The Head Start Family Literacy Initiative does not call for
the creation of a distinct literacy component in the Head Start
program; instead, it encourages improving the capacity of existing
Head Start practices to promote family literacy.

Photo: Head Start Bureau



30

APPENDIX A - SELECTED FAMILY LITERACY RESOURCES

IV.

Start and RIF programs together, producing Kiwanis fund-
raising support which provides free to Head Start families the
quality children’s books available through RIF. The Kiwanis
headquarters office welcomes inquiries from Head Start
programs on how to link up with local Kiwanis clubs. Copies
of Kiwanis brochures are available describing how their clubs
can support local Head Start and RIF programs.

Literacy Organizations

@ American Library Association
Bell Atlantic ALA Family Literacy Project
50 East Huron Street
Chicago, IL 60611
Telephone: (312) 944-6780

This project encourages libraries to develop and enhance
library-based family literacy projects for the urban and rural
poor and ethnic minorities. Because the concept of ‘‘family
literacy"’ is new, this project has developed fact sheets
addressing aspects of starting a family literacy project.

The fact sheets include names, addresses, and phone numbers
of contact persons. Single copies are free by calling
1-800-545-2433, extension 4296.

@ The Barbara Bush Foundation for Family Literacy
1002 Wisconsin Avenue, NW
Washington, DC 20007

This foundation’s mission is to establish literacy as a value in
American homes and to break intergenerational cycles of
illiteracy. They have prepared a book First Teachers which is
listed above and describes successful programs, contacts and
additional sources of information about literacy.

@ International Reading Association
800 Barksdale Road
P.O. Box 8139
Newark, Delaware 19714-8139
Telephone: 302-731-1600

IRA provides a variety of publications with information about
issues ranging from early childhood activities which nurture
reading success to materials on adult illiteracy. Resources
may be helpful in developing the family literacy approach.



—_—— PROMOTING FAMILY LITERACY THROUGH HEAD START

27

I.

Appendix A
Selected Family Literacy Resources

Family Literacy Publications

@ Emerging Literacy: Young Children Learn to Read and Write.
Edited by D.S. Strickland and L.M. Morrow. 1989.
This book is available for $15.00 plus shipping from The
International Reading Association. See catalogue listed in
Section II below. (Item 351).

@ First Teachers: A Family Literacy Handbook for Parents,
Policy Makers, and Literacy Providers. 1989. Available
for $4.00 (prepaid including postage and handling) from
The Barbara Bush Foundation for Family Literacy listed in
Section IV below.

i Leadership for Literacy, The Agenda for the 1990's.
June 1990. Available for $24.95 from Jossey Bass, Inc.,
350 Sansome Street, San Francisco, CA 94104.

i Literacy Learning in the Early Years by Linda Gibson.
1989. Available for $16.95 plus shipping from Teacher’s
College Press, P.O. Box 939, Wolfeboro, New Hampshire
03894. (2"0-356-0409 or 212-678-3919).

1 The New Read Aloud Handbook by Jim Trelease. 1989,
revised ed. Available for $9.95 from the International
Reading Association. See catalogue listed in Section II
below. (Item 637).

ll The RIF Guide to Encouraging Young Readers, edited by
R. Graves. 1987. Available for $9.95 plus shipping and
handling from Reading Is Fundamental. See catalogue
listed in Section II below.

Wl Risk Makers, Risk Takers, Risk Breakers-Reducing the
Risks for Young Literacy Learners. 1989. Edited by
JoBeth Allen and Jana M. Mason. Available for $18.50
plus shipping from Heinemann Educational Books,

70 Court Street, Portsmouth, New Hampshire 03801.
(603-431-7894)

@@ Toward Defining Literacy, edited by R. Venizky, D.A. Wagner,
B. Ciliberti. 1990. Available for $6.75 plus shipping and
handling from the International Reading Association. See
catalogue listed in Section II below. (Item 533).



[oY PROMOTING FAMILY LITERACY THROUGH HEAD START 3

Intergenerational Literacy

Overview

Over the last decade, general awareness of the status of adult
literacy in the United States has increased. Though few Americans
are completely illiterate, many have literacy skills below the level
needed to effectively participate in an increasingly complex society.
This group, often described as ‘‘functionally illiterate’, is
estimated to include over 23 million adults.

Illiteracy is both a cause and symptom of a myriad of social and economic
problems. Inability to read can profoundly limit opportunities. Un-

employment and poverty are often the consequences of these limitations.
For a low-income parent of young children, adult educational needs
often lose priority as the family struggles to meet basic survival needs.
Helping low-income families with young children to address literacy
needs will require a comprehensive and supportive approach.

The following are important dimensions of inter-
generational literacy:

MM Literacy skill levels which were adequate in a
manufacturing and agricultural economy are insuffi-
cient today, American employers are becoming
acutely aware of a widening ‘‘skiils gap’’ between
the literacy demands of today’s jobs and the actual
skills of current and incoming employees.

W@ The large number of students who leave school prior
to high school graduation contributes to the national
problem of functional illiteracy. This problem is
most acute in urban, low-income areas and among
Hispanic youths.

IM There is a rapidly increasing number of adults in
the United States for whom English is a second
language. Their literacy skills may be limited due
to low English language proficiency or, for some,
limited education in their native countries. In order
to meet their special needs, literacy programs must
include basic English language instruction.

MTM The concept of functional illiteracy is most often
discussed in the context of workplace demands.
However, adults who are parents need literacy skills
to meet the health, nutrition, safety, and educa-
tional needs of their children. A parent with low
literacy skills may be unable to read or respond to

Reading fs Fundamental, Inc. Used with permission printed notices from a child's school or be unable

Phot by Rick Reinhard. to follow the instructions on a child's medication.



INTRODUCTION

The goals of Head Start's Family Literacy Initiative are:

@ To enable Head Start parents to develop and use literacy skills
which enable them to become more active and effective participants
in the community, in the workplace, in their child's education
and development, and in their efforts to obtain economic and
social self-sufficiency;

@ To enhance children’s literacy development by helping parents
become more effective as their child's “‘first teachers’’.

Many Head Start programs actively promote family literacy through
a variety of new and standard practices. The Administration on
Children, Youth and Families (ACYF) and the Head Start Bureau
encourage every Head Start program to make family literacy
efforts part of its program. Over the next two years, the Head
Start Bureau is implementing a Family Literacy Initiative which
will provide information and demonstration support to Head Start
grantees. This initiative will strive to meet the target set by Dr.
Wade F. Horn, Commissioner of ACYF, that every Head Start
grantee will, by 1992, have a literacy program in place for its
families. The Literacy Initiative will focus on providing families
with access to literacy materials, supporting parents as teachers and
supporting parents as adult learners.

Subsequent pages of this document provide the
following:

if An overview of the problem of intergenerational
illiteracy;

BA rationale for Head Start involvement in
promoting famlly literacy;

@ Suggestions for incorporating family literacy
promotion into basic Head Start functions;

lf Descriptions of existing Head Start family literacy
efforts; and

i information on resources which Head Start
programs can use.

sos
aves

WS



——_ FROMOTING FAMILY LITERACY THROUGH HEAD START

15

Designing Activities To Promote

Family Literacy

fter determining needs, resources, strategies and goals, the

next appropriate step is to design and implement activities to
meet stated objectives. This section offers specific suggestions to
Head Start programs for promoting family literacy with activities
in each of the three focus areas.

Photo: Head Start Bureau

Family Literacy Focus Areas

1. Family Access

Objective: To increase the Head Start
family’s access to materials, activities,
and services which can promote family
literacy development.

2. Parents as Teachers

Objective: To support parents in their
role as their child’s first teacher.
Providing direction and encouragement
to Head Start families will stimulate and
sustain a child’s interest in literacy
activities.

3. Parents as Adult Learners

Objective: To support parents as adult
learners and enable them to recognize
and address thelr own literacy needs.
Creating an environment which is
positive and supportive will convince
parents that literacy benefits them and
their children.



INTERGENERATIONAL LITERACY

All Head Start children enjoy opportunities to share stories and
books in the Head Start classroom, but this experience will not be
enough. Too many Head Start children do not have the pleasure of
listening to stories read or told by a family member; they may
seldom see their parents use reading or writing skills to solve
everyday problems. Often there are few or no reading materials for
children or adults in their homes.

Head Start parents must personally demonstrate to their young
children that they believe reading is valuable. They must model the
everyday use of reading as a way to ‘‘find out about things” and
writing as a way to ‘‘tell about things’’. Parents with the most
basic levels of literacy skills can, with support and direction, play
a very significant role in establishing their children’s values about
literacy. They can also help make their own dreams for their
children’s educational future become a reality.

Benefits to the Head Start Child and Family

required for eventual success in reading is reading aloud to

“The single most important activity for building the knowledge
children.” (Becoming a Nation of Readers, 1983).

Children’s early school success in reading is significantly affected
by their experiences listening to, and retelling, stories read or told
to them by an adult. Learning to read is an active and creative
process; the rudimentary skills of reading are emerging in children
long before they begin formal instruction in how to recognize or
spell words. These emerging literacy skills include the young
child’s recognition of actions portrayed in pictures and the
understanding that the story read aloud to them corresponds to
words printed upon a page.

Young children's early experiences with oral stories and print
materials nurture a child’s effort and curiosity in acquiring that
remarkable human skill of deriving and imparting meaning through
the printed word. Elementary school reading instruction often
presumes that entering students have had substantial early
experiences in activities which reinforce their emergent literacy
skills. Unfortunately, many Head Start children do not share the
experience of many middle-class students; i.e., from 500 to | ,000
hours of hearing stories told or read to them before they begin for-
mal reading instruction in the first grade.

a



DESIGNING ACTIVITIES TO PROMOTE FAMILY LITERACY

21

To effectively promote the involvement of Head Start parents in
adult literacy programs, Head Start should be involved in efforts to
provide, cr to influence the provision of, features designed to sus-
tain parent participation.

Features of Effective Adult Literacy Programs:

@ Use of a curriculum which is responsive to parent’s
needs, self-esteem, and interests (e.g., addresses
their roles as parents, consumers, employees).

TM@ Child care available during a parent’s instruction.
TM@ Transportation needs are addressed.

@ An adult education program connected to job
placement.

@ A peer support system among adult learners.
TM@ Supportive counseling, including goal setting.

TM@ Supportive transitions from one program level to
the next.

@ Affirmation of parents’ beliefs that their efforts
will benefit both themselves and their children.

A Head Start program's involvement in a community’s adult literacy
initiative can increase the positive impact of the literacy program on
Head Start families by combining the literacy program's experience
in literacy education with the Head Start program's expertise in
working with low-income families. Roles for the Head Start pro-
gram may include involvement in recruiting end supporting effective
participation by Head Start pareuts and providing training to literacy
volunteers on how to work more effectively with low-income
families, some of whom may speak English as a second language.

Some parents who want to improve their literacy skills may be
poorly prepared to begin work on their GED, or high school
equivalency, certificate. For the most part, adults with English
reading skills below a sixth grade level will find the GED program
a frustrating experience

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DOCUMENT RESUME

ED 396 827 PS 024 297

TITLE Promoting Family Literacy through Head Start.

INSTITUTION Administration for Children, Youth, and Fomilies
(DHHS), Washington, D.C.

REPORT NO DHHS~ACF-91-31266

F: DATE 91

NOLE 36p.

PUB TYPE Viewpoints (Opinion/Position Papers, Essays, etc.)
(120)

EDRS PRICE FO1/PCO2 Plus Postage.

DESCRIPTOKS *Family Environment; Intergenerational Programs;
Interpersonal Competeace; Learning Activities;
*Literacy; Parent Child Relationship; Preschool
Education; Program Development; Program
Implementation; Reading Skills; *Young Children

IDENTIFIERS *Family Literacy; “Project Head Start

ABSTRACT

In view of the literacy skills needed to participate
effectively in an increasing complex society, this report discusses
the importance of reading and reading development in families, and
the effort that Head Start puts into promoting family literacy. The
report claims that parents' literacy level cen have a strong
influence on parent child relationships and on children's attitudes
toward acquiring literacy skills. it is believed that Head Start can
play a significant role in improving family literacy because many
exemplary and replicable practices are currently being cemonstrated
by Head Start grantees. The report discusses the reasons of why Head
Start must address literacy, the issues involved in developing
literacy programs, the advantages of including Head Start in such
programs, the different steps and activities needed to promote family
literacy, as well as strategies to heighten awareness and develop
intergenerational literacy. A list of family literacy publications,
literacy catalogs, information about literacy, and literacy
organizations is included. (MOK)

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INTERGENERATIONAL LITERACY

Three basic roles for Head Start’s Promotion of
Family Literacy:

1. Increasing the Head Start families’ access to
materials, activities, and services which are
essential to family literacy development (e.g.,
acquiring children’s books for the home, helping
every family to get and use a library card, and
promoting family participation in a story hour for
young children at a neighborhood center);

2. Supporting parents in the role of being their
child’s first teacher by providing the encourage-
ment and specific direction to Head Start families
which will stimulate and sustain the child’s
interest and the child’s pctential for future
independent success in lit. racy activities; and

3. Assisting parents as adult larners to recognize
and address their own literacy needs by creating
an envir nment which is positive, supportive,
and contains the promise of benefiting both
them and their children.

There are several basic activities which any Head Start program
can provide to foster family literacy. Other functions will require
setting priorities, considering the needs and resources of the
community served. Collaborations with existing literacy promoting
programs (e.g., libraries, adult basic education agencies, English
as a Second Language and literacy volunteer programs) are
important. These programs have resources and skills which Head
Start sould complement rather than duplicate.

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INTERGENERATIONAL LITERACY

The Nation Needs Head Start as a Partner
for Family Literacy

In order to successfully address America’s literacy needs, com-
munity based programs like Head Start must play an active role in
the solution. With its reputation for credibility in the communities
it serves, Head Start can effectively recruit, support, and retain
adult learners who may not be reached by existing literacy programs.
The advantages of including Head Start in a community's efforts to
promote literacy include:

@ Head Start has a community identity as a family-focused
program with operating principles of parent involvement
and empowerment.

@ Head Start has a capacity for sustained contact with parents
through the child’s regular program attendance and parent
involvement activities.

ll Head Start is committed to working with families, focusing
upon their strengths and aevising creative strategies to meet
their needs.

@ Head Start’s holistic approach to child development enables
parents to develop their roles as advocates, nurturers, and
teachers of their children.

In too many Head Start families, young children may have little
experience of literacy-related activities as fun, interesting, or
valued by their parents. Possible reasons for this include:

Some parents do not recognize that they play a critical role in
their child’s literacy development; they need to discover how
they can support this development.

@ Some families do not have, or do not take advantage of. access
to materials and activities that: promote family literacy.

@ For some parents, their own low levels of literacy prevent or
discourage them from sharing literacy-based activities with their
children.



APPENDIX A - SELECTED FAMILY LITERACY RESOURCES 29

Following are four ERIC clearinghouses which can supply
information about literacy such as journal articles, local
level resources and literacy publications:

1. Adult, Career, and Vocational Education
Ohio State University
1900 Kenny Road
Columbus, OH 43210-1090
Telephone: (614) 292-4353
(800) 848-4815

2. Elementary and Early Childhood Education
University of Illinois
College of Education
805 W. Pennsylvania Avenue
Urbana, IL 61801-4897
Telephone: (217) 333-1386

3. Languages and Linguistics*
Center for Applied Linguistics
1118 22nd Street, NW
Washington, DC 20037-0037
Telephone: (202) 429-9551

*Includes Adjunct Clearinghouse on Literacy Education
For Limited English Proficient Adults

4. Reading and Communication Skills
Indiana University
Smith Research Center, Suite 150
2805 East 10th Street
Bloomington, IN 47408-2698
Telephone: (812) 855-5847

W@ Kiwanis International Headquarters
Program Development Division
3636 Woodview Trace
Indianapolis, IN 46268
Telephone: (317) 875-8755

(800) 879-4769

As part of its 1990 to 1993 ‘‘Young Children: Priority One”’
campaign, the Kiwanis International, a community service
organization, has specifically designated Head Start and Reading
Is Fundamental, Inc. (RIF) as two service programs which
local Kiwanis clubs are encouraged to support. In many com-
munities the Kiwanis campaign has already brought Head

3é



28

APPENDIX A - SELECTED FAMILY LITERACY RESOURCES:

II.

Literacy Catalogues

@ The International Reading Association Catalogue. This is a
free catalogue of publications on iiteracy for adults and
children. For a copy, contact IRA Order Department,

800 Barksdale Road, P.O. Box 8139, Newark, Delaware
19714-8139, (302-731-1600)

MTM@ The Adult Literacy Resource Book. This free catalogue is
distributed by the New Readers Press, the publishing
division of Laubach Literacy International. To obtain a
copy, contact the New Reader’s Press, Special Catalogue
Request Department, Box 131, Syracuse, New York
13210. (800-448-8878 or, for New York, 800-624- 6203).

ll Reading Is Fundamental (RIF) publishes a listing of books,
booklets, parent guide brochures, posters and a workshop
guide. To obtain a free copy of this listing contact: RIF
Publications Department, 600 Maryland Avenue, S.W.,
Suite 500, Washington, D.C. 20024-2520. (202-287-3220).

I. Information About Literacy

@A.L.L. Points, is a bi-monthly bulletin concerning adult
learning and literacy. It contains descriptions of adult
literacy programs and resources and describes new
developments and publications in the field. To be placed
on the mailing list, write to:

The U.S. Department of Education
Division of Adult Education and Literacy
Office of Vocational and Adult Education
Washington, D.C. 20202-72401

Mi The National Evaluation of Adult Education Programs
Bulletin is issued monthly. It is available free of charge
from Development Associates, Inc., 2924 Columbia Pike,
Arlington, VA 22204. (703-979-0100).

@ ERIC (Educational Resources Information Center). This is
the world’s largest education information system. It was
established in 1966 and is supported by the U.S. Depart-
ment of Education. Call toll free to learn details about the
16 ERIC Clearinghouses, to obtain a free catalogue of
publications and to learn about other ERIC components
(1-800-USE-ERIC).



INTERGENERATIONAL LITERACY

@ Many parents with low-literacy skills experienced such frustration
and failure as children that as adults they avoid literacy-related
activities. These parents often communicate their negative at-
titudes toward literacy and schooling to their children, and thus
perpetuate an intergenerational cycle of illiteracy.

Head Start and Intergenerational Literacy

Head Start must address family literacy as part of its efforts to
support parents as the ‘irst teachers of their children and promote
the self-sufficiency of Head Start parents. Data from the 1987-88
Head Start Program Information Report (P.I.R.) indicate that 49%
of the primary care-givers for Head Start children have attained
less than a high school diploma or G.E.D. While we do not know
the level of functional literacy skills which these parents possess,
observations by Head Start programs addressing adult literacy sug-
gest a wide range of needs; many parents have skills which are too
low to permit immediate success in a G.E.D. training program
(which most often requires at least sixth grade level reading skills).
In addition, many parents who have attained a high school diploma
may still have significant literacy skill needs.

Five Reasons Why Head Start Must Address
Family Literacy:

1. The values which young children bring to the
activity of reading are established prior to their
entry Into elementary schooi, and parents are the
most Important influence upon these values.

2. The best predictor of a child’s educational suc-
cess is the parents’ educational attalnment.

3. Parents who have developed a sense of efficacy
are best able to nurture thelr child’s develop-
ment of soclal competence.

4. {.coraving the quality of life for their child is a
strong motivator for parents to accept the
challenge of addressing their own literacy needs.

5. Functional literacy skills do not guarantee
economic self- sufficiericy or full participation in
one’s communlty; however, without these skills,
such accomplishments are nearly Impossibie.

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18 DESIGNING ACTIVITIES TO PROMOTE FAMILY LITERACY

Many Head Start programs report gathering and distributing used,
high quality children’s books in good condition. Volunteers have
supported collection drives at local schools, churches, and
workplaces. Books are then distributed at a Head Start Book Fair
where children have a wide selection from which to choose.

Children are encouraged to treasure the books through such
volunteer-supported activities as placing an attractive nameplate in
each book and helping children to decorate a personalized ‘‘Book
Box’? where their new and favorite books can be showcased.

For many Head Start families, language and cultural differences
may limit access to family literacy resources. An increasing
number of Head Start children live in homes where the primary
language is not English. These families may be discouraged from
participating in programs which do not acknowledge and address
this language barrier. Head Start programs should take into account
the needs of this population by working with existing programs
designed to meet this special need.

Recommendations for Promoting Family Literacy in a
Multi-Cultural Society:

@ Establish a partnership with each family in which their beliefs,
aspirations, and concerns about literacy development for themselves
and their children are explored. Demonsirate respect for the
language and culture of each family, and build upon this foun-
dation in all family literacy activities.

@ Support parents’ use of the language in which they are most
fluent as a means of effectively stimulating their young

children’s interest in developmentally appropriate literacy
activities.

J Beware of any approach which attempts to totally replace the
language of the home with English. Such an approach may
actually undermine communication between the parent and child,
and reduce opportunities for the stimulation of the child's
emerging literacy skills and interests.

@ Recognize that some persons with limited English proficiency
who seek adult literacy instruction may have limited literacy
skills in their primary language. For these adults, a more
appropriate immediate goal may be developing literacy skills in
their primary language or improving comprehension and use of
spoken English.

2



24 INSIGHTS FROM HEAD START LITERACY DEMONSTRATION PROJECTS.

Head Start programs currently providing family literacy activities
recommend the following strategies to anyone interested in
replicating their efforts:

W@ Heighten awareness about the importance of family literacy
efforis to change attitudes of staff and families. Every family
participating in Head Star: should receive the message that
literacy is important and that Head Start can help a family
address its literacy needs;

@ Emphasize that the program's efforts are intended to improve a
parent’s quality of life, employability, and success as a child's
first teacher;

@ Create a ‘‘print-rich’’ environment in Head Start classrooms,
offices, parent meeting rooms, and public places to convey the
importance assigned to literacy; and

@ Establish a lending library of children’s books, perhaps with
accompanying audiotapes, so that stories introduced in the
classroom may be shared again in the home.

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{——" PROMOTING FAMILY LITERACY THROUGH HEAD START

Table of Contents

Introduction ...
Intergenerational Literacy
First Steps In Promoting Family Literacy ..
Designing Activities to Promote Family Literacy

Insights from Head Start Literacy
Demonstration Projects

Appendix A: Selected Family Literacy Resources

I. Family Literacy Publications

Ii. Literacy Catalogues.............-00. 00000

Ill. Information About Literacy

IV. Literacy Organizations

4



FIRST STEPS IN PROMOTING FAMILY LITERACY

Inventory of Head Start Program Practices
Which Promote Family Literacy

Major Activity
Area

How Family Literacy Is Promoted

In This Area

Currently

Next Steps

Community Resource
Directory

Early Childhood
Curriculum

Family Needs

Assessment

Home Visits

Parent Involvement

Staff Training

Volunteers

Policy Council



FIRST STEPS IN PROMOTING FAMILY LITERACY

Volunteers as Family Literacy Resources

Volunteers have always played an important role in Head Start
programs and should play a key role in any literacy initiative.
Volunteers can increase the impact of a literacy effort, serving as
tutors, storytellers/readers, by collecting and distributing reading
materials, and by offering encouragement and support to help
program participants to meet their literacy goals.

In an address to the 1990 Head Start Volunteer and Community
Partnership Institute, Ms. Billie Ann Myers, Volunteer Coordinator
for the State of Arkansas, addressed the four essential features of a
successful volunteer effort:

1. The commitment of the program’s Board of
Directors and the executive staff.

One person with clear responsibility for
administering the volunteer program.

Volunteers must endorse the principles
which guide the program; this requires
comprehensive orientation to the program’s
mission.

The volunteer program must be well
planned, implemented, and evaluated;
volunteers must believe their donation of
time is well spent.

Reading Is Fundamental, Inc, Used with permission The Volunteer Coordinator's Handbook, distributed to

eee Head Start grantees by the Head Start Bureau, is an
excellent guide on beginning a volunteer program. In

addition, Head Start programs can contact existing literacy/library
volunteer programs in their community to learn how the programs
can work together to bring their knowledge, experience, and
resources to bear on Head Start's literacy efforts. Section IV of
Appendix A provides a selected list of associations, organizations
and government offices which address literacy; these organizations
can provide information about their local affiliates.



Promoting
Family
Literacy
Through
Head Start

WINGS

DHHS Publication No. (ACF) 91-31266


22 DESIGNING ACTIVITIES TO PROMOTE FAMILY LITERACY

Grantees shculd expect to find a wide range of literacy skills
among Head Start parents. When assessing an individual's needs,
keep in mind that an adult's educational attainment (Irst grade
completed) often does not correspond ‘to the adult's actual reading
skill level. Many adults entering literacy programs have an
immediate goal of obtaining a high school equivalency certificate.
For a significant number of parents this will not be a reasonable
short-terfn goal. Programs for adult learners should match their
needs, values, and motivations to increase the likelihood that they
will make meaningful progress.

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APPENDIX A - SELECTED FAMILY LITERACY RESOURCES 31

@ Laubach Literacy Action
1320 Jamesville Avenue
Box 131
Syracuse, NY 13210
Telephone: (315) 422-9121

Laubach Literacy Action (LLA) is the largest network of
private adult literacy programs providing instruction through
trained volunteers. The organization publishes the Laubach
Literacy Action Directory which lists Laubach Literacy programs
across the country. In addition, LLA provides information on
training, curriculum, and programming ideas for literacy
projects. New Readers Press in the publishing division.

@ Literacy Volunteers of America
5795 Widewaters Parkway
Syracuse, NY 13214
Telephone: (315) 445-8000

Literacy Volunteers of America (LVA) has more than two hundred
affiliates working to teach adults to read and to train tutors. The
organization publishes a directory of its affiliate programs
across the United States. It is non- profit with over 350 pro-
grams training and supporting literacy tutor volunteers. It also
provides curriculum materials and programming ideas for
adult literacy projects and family literacy program ideas.

@ National Center for Family Literacy
401 South 4th Avenue, Suite 610
Louisville, KY 40202
Telephone: (502) 584-1133

This is a private non-profit organization established for the
purpose of expanding efforts to solve the nation’s literacy problems
through family literacy programs. The National Center provides
information, training, materials, and technical assistance to
new and established family literacy programs. It is also
affiliated with the Keenan Trust Family Literacy Project.

TM@ Reading Is Fundamental
600 Maryland Avenue, SW, Suite 500
Washington, DC 20560
Telephone: (202) 287-3220

This is a national non-profit organization dedicated to bringing
children and books together. Official RIF programs receive
quality children’s books at reduced prices and technical
assistance materials and training on promoting family literacy.
Contact RIF and request information on how to start a local
program. To establish an official program, a project proposal
must be designed, submitted, and approved by RIF.

ou



f ——m\ PROMOTING FAMILY LITERACY THROUGH HEAD START

25

Summary

his document has provided an overview of the problem of

intergenerational illiteracy and its relevance to the Head Start
program. It provides only an introductory guide to how Head Start
programs can address family literacy. The needs and opportunities
in family literacy will vary by community and the staff of each
Head Start program will have to make practical judgements about
the best approach to those needs. Whenever possible, the Head
Start program approach should complement, rather than compete
with, available literacy resources.

Many exemplary and replicable family literacy practices are
currently being demonstrated by Head Start grantees. The
challenge is to build upon and extend these practices throughout
the Head Start program.

The Head Start Bureau recognizes the innovation and resource-
fulness of its grantees and encourages grantees to share with each
other, with the regional resource centers, and with their regional
Federal offices information about their efforts to support family
literacy. These joint efforts will firmly establish and increase Head
Start’s important role in promoting family literacy.

2y



PROMOTING FAMILY LITERACY THROUGH HEAD START

First Steps In Promoting
Family Literacy

Getting Started

It is important to develop a specific plan to promote family literacy.

To begin the plan, take an inventory of the Head Start program by

area of major activity. This a good way to examine the existing
practices which foster family literacy development or
could be modified to do so. A format for the inven-
tory is presented on page 11. After conducting the
inventory, review identified needs with staff and
parents and agree upon priorities. Next, describe
specific, reasonable, and measurable short-term objec-
tives and assign a person to be responsible for each
objective. Then, describe a strategy and the scope of
effort needed to accomplish the objectives. Finally,
determine what resources both within and outside
Head Start can support the effort. Two categories of
resources should be seriously considered: partnerships
with existing community literacy programs and
partnerships with volunteers. See Table 1 on page 10
for a discussion of the steps involved.

Community Partnerships to Address
Family Literacy

Some of the most innovative and poteatially effective
strategies to build Head Start family literacy have
resulted from collaborations with existing community
organizations. Public and private organizations, from
volunteer groups to private industry, are increasingly
focusing upon family literacy development as a means
of interrupting the intergenerational cycle of illiteracy.
A Head Start program's family literacy activities
should be shaped by the needs and resources of the

Reading Is Fundamental, nc. Used wih permission. community that it serves.

Photo by Rick Reinhard.

The Head Start program should not expect to act in isolation when
addressing the literacy needs of its families. Potential collaborators
in literacy efforts include libraries, businesses, civic organizations,
and literacy volunteer programs. Public education programs should
also be approached. These include: adult basic education, General
Education Development (GED), English as a Second Language
(ESL), and the new Even Start demonstration projects. Head Start
has an important role to play in these efforts as a comprehensive
family-centered approach that is known and trusted in the com-
munities it serves. Head Start <un help an existing literacy program

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12 FIRST STEPS IN PROMOTING FAMILY LITERACY

In planning family literacy efforts the Head Start
program should:

@ Review existing community family literacy
programs to learn what services they offer,
whom they serve, and how Head Start families
could benefit from their program;

TM Convene an advisory panel of representatives
from local literacy programs to meet with Head
Start staff and parents to help Head Start pro-
mote famlly literacy; and

lm Send representatives from Head Start to join
local advisory boards or committees that address
literacy issues in the community. This will
enable the Head Start program to be involved in
the planning, delivery, and evaluation of literacy
services to Head Start families.

Since the availability of resources will significantly affect the level
of activity which the Head Start program can implement, a review
of community family literacy resources should be cenducted. To best
determine the form that partnerships with local family literacy
resources will take, it is essential to establish personal contact with
representatives of relevant agencies. It may be more efficient and
more effective to invite representatives from local literacy pro-
moting programs to meet with Head Start parents and staff to plan
collaboration. The Head Start program should join existing community
literacy planning committees and use this forum to insure inclusion
of Head Start in planned services. It can be very valuable to invite
potential partners to visit the Head Start center, see it in action,
and acquire a broader sense of Head Start’s mission. Without this
exposure, these partners may be limited by a perception of

Head Start as solely a preschool program. After the Head Start
program and ihe community literacy program more fully under-
stand what each party can offer. planning for collaboration will be
more effective.

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