A collaborative family literacy program: The effects on children's motivation and literacy achievement

The purpose of the study was to bridge home and school literacy contexts by involving families in literacy activities with their children to enhance children's achievement and interest in reading and writing. The literature-based school program included, literacy centers in classrooms, teacher modelled literature activities, and writing and reading appreciation periods called WRAP Time when children worked on literacy activities in a social context. The home program had similar features with parents and children engaging in storybook reading, recording very own words from the environment, writing journals, storytelling and the use of Highlights for Childrer^a magazine. Monthly meetings with parents and children allowed for, sharing ideas, finding out what parents and children wanted to learn, and the opportunity for families to work together. The program was carried out in an urban school district which included African-American and Latino families of children in the first grade. Pre- and posttests were administered to determine growth in achievement and interest in reading. The achievement and motivation data demonstrated a significant difference in favor of the children in the family program. Success was attributed to the collaboration and shaping of the program by parents, teachers, and children in an atmosphere of mutual respect.