Literacy bags to encourage family involvement.(Report)

Introduction

Families need to take part in their children's literacy development. Thousands of hours of parent-child interaction provides the foundation for language and literacy development (Enz, 2003). Parents are very important role models for their children's language and literacy development (Crowley, 1997). Most parents want their children to be successful readers but some parents are not confident in how to provide information, or using strategies and activities to promote reading success. According to Enz (2003) learning to read is a combination of A, B, and C. A is for attention when learning. This can be developed by two-way communication between the child and parent and by reading aloud a book that is appropriate for the child, which includes talking about the storyline, and listening to the child's responds. B is for bonding, when children bond with parents and are able to learn new information faster. Dickinson, and Tabors (2000), Enz, and Stamm (2003), and Shore (1997) research indicates that reading and talking with children help them feel more secure. C is for communication, parents and children that talk with each other and listen carefully to what is being said. These parents have children who achieve in language and literacy related tasks (Hart, & Risley 1995). One of the most effective ways of improving communication is reading books as a family both aloud and silently which should lead to a discussion that will enhance the literacy development of all members of the family.

Literacy bags can be used at different grade levels, Dever and Burtis (2002) and Dever (2001) emphasizes the use of family literacy bags for early childhood development. In her article, Family Literacy Bags: A vehicle for parent involvement and education, she quotes Adams (1990) who notes that "the single most important activity for building the knowledge and skills eventually required for reading appears to be reading aloud to children regularly and interactively." This verbal interaction enhances the children's language development, sense of story and understanding of vocabulary and language structure (Adams, 1990). The Learning at Home is one of the six types of parent involvement in schools advocated by Epstein (1995). This encompasses help for parents in the form of information and ideas for helping children with homework and curriculum related activities and might include family math, science, or reading activities. Schools, libraries, and bookstores can assist families with literacy development by being involved in any of the following suggestions.

Types of Bags

There are several variations of literacy bags that may be used with families. The bags described are different types that can be developed and be made available for families.

Book Bags (Vulelich, Christie, & Enz, 2001) are like a writing briefcase, which maybe checked out from the classroom or school library. The bags should contain books and interactive activities that would extend the child's language and literacy development. Things to consider when developing the bags include the child's developmental stage, interests, experiences, and literacy levels. The bag is a nylon gym bag with three or four books with activities related to the theme. If the book has a corresponding cassette tape, be sure to include the tape and tape recorder for use at home. The bag should have an inventory, which will help the parents, and children return all of the materials. This type of bag will encourage family participation and guide parent literacy interaction with their children.

Three for the Road Backpacking Partnership Program (Richgels, & Wold, 1998) and (Abadiano, & Turner, 2003) is sent home with children and contains three leveled books, and response activities for the books which include a puppet, a response journal, and writing materials.