Promoting Kindergarten Readiness During Remote Learning Through Community-Based Family Literacy Sessions

Author:

Rochester Shana E.1ORCID,Mata-McMahon Jennifer1ORCID

Affiliation:

1. University of Maryland, Baltimore County, USA

Abstract

The purpose of this chapter is to describe a series of community-based family literacy sessions and the responsive strategies used to modify the sessions for remote instruction to meet the needs of caregivers of young children (birth to age 3). Situated within a two-generation approach to family engagement, the sessions were implemented through a family-school-community partnership with a university-based early learning research center, early learning centers in two urban Title I schools, and a public library. Session attendees included a sample of 44 racially, ethnically, and linguistically diverse families. In addition to describing the family literacy program, the chapter highlights the ways in which family literacy sessions can positively influence the home literacy environment of families who participate in sessions regularly. The chapter concludes with recommendations for facilitators aiming to work collaboratively with community partners and families to develop mutually beneficial family literacy initiatives.

Publisher

IGI Global

Reference57 articles.

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2. Baltimore City Public Schools. (n.d.). School performance data profile.https://www.baltimorecityschools.org/schools

3. Baltimore City Public Schools. (n.d.). Title I, part A funding. https://www.baltimorecityschools.org/sites/default/files/inline-files/FY21_TitleI_Funding_Overview_0.pdf

4. BirkettG. (2013). Cook it!/A cocinar. Child’s Play.

5. The Contribution of Parenting to Ethnic and Racial Gaps in School Readiness

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