Participation Structure Impacts on Parent Engagement in Family Literacy Programs |
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| Authors: | Antoinette Doyle Jing Zhang |
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| Institution: | (1) Faculty of Education, Memorial University of Newfoundland, G. A. Hickman Building, St. John’s, NL, A1B 3X8, Canada;(2) School of Education, Buffalo State College, Buffalo, NY, USA |
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| Abstract: | Intervention programs to improve the educational outcomes of young children have become increasingly popular. Studies suggest
that family literacy programs involving parents can result in positive effects on children’s language and literacy development.
Issues continue to arise, however, regarding the recruitment and retention of families. One component of program design—participation
structure—focuses on who is intended to be the direct or indirect recipient of programming. The relationships between participation
structure and the recruitment/retention of families, however, has not been well understood. In this study, parents participated
in one of two family literacy program models with varying participation structures—one in which parents attended with their
children, the other in which parents attended alone. The purpose of this study was to identify parents’ motivations for participating
the program, their expectations of what the program would entail, and their reasons for remaining in the program. Focus groups
and written questionnaires were used to gather the data. The findings of the study and implications for practice are discussed. |
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