| Abstract: | SUMMARY The present paper describes the range of positive family outcomes found when the parents of low-income preschoolers engage in literacy activities with their children. One hundred parents attended a series of family literacy workshops designed to instruct parents on the use of effective book sharing techniques to use with their children. The goal of the program was to increase the children's school readiness and emergent literacy skills by training parents to be more effective and self-confident “first teachers” of the type of literacy skills necessary for early school success. Parents reported that both the amount of parent-child book sharing increased and the time spent reading was more interesting and enjoyable. Children's language skills as well as their interest in books and learning increased. Personal benefits to the parent included enhanced self-esteem and self confidence, increased knowledge of normative child development and sense of efficacy as a parent, heightened understanding of the importance of parental involvement, increased feeling of literacy competence and interest in improving their own education, and sense of increased social support. Other family members (spouses and siblings) also increased their literacy activities. Family relationships, communication, and feelings of togetherness were also enhanced. Implications for individual and family competency enhancing interventions are discussed. |
