RIF Projects Enable Head Start Programs To:

• Receive technical assistance on how to organize and operate a RIF reading motivation project (including fund-raising and volunteer recruitment);
• Secure substantial discounts on quality children's books; and
• Provide young children with books they may take home and keep as their own.

Recently, several Head Start grantees have established a RIF project in their program with assistance from their local Kiwanis Club. Kiwanis is an international service organization which has established a service priority, through the year 1993, of addressing the needs of young children. Kiwanis International's "Young Children: Priority One" campaign has designated Head Start and Reading Is Fundamental, Inc. as two of the select group of service projects which their local affiliates are encouraged to support as part of their community service efforts. As a result of this campaign, several Head Start programs have become affiliates in RIF with support provided by the local Kiwanis club. This is an excellent example of community-based collaboration which is bringing high quality family literacy materials and training to Head Start programs and the families they serve. To learn more about how the Kiwanis' "Young Children: Priority One" project may help your program address family literacy please refer to Section III of Appendix A.

Head Start programs use many creative approaches to acquire reading materials for the children they serve. Several programs have solicited quality children's books and magazines from local bookstores, toy stores, or other stores carrying reading materials for children. One Head Start program described an arrangement with their local postmaster whereby they collect "undeliverable" second class and third class mailings of magazines, newspapers, and other popular and current reading materials from the post office and then distribute these to Head Start families in their literacy program. Other programs have acquired free reading materials from publishers with production or distribution sites in their communities.

Many Head Start programs report gathering and distributing used, high quality children's books in good condition. Volunteers have supported collection drives at local schools, churches, and workplaces. Books are then distributed at a Head Start Book Fair where children have a wide selection. from which to choose.

Children are encouraged to treasure the books through such volunteer-supported activities as placing an attractive nameplate in each book and helping children to decorate a personalized "Book Box" where their new and favorite books can be showcased.

For many Head Start families, language and cultural differences may limit access to family literacy resources. An increasing number of Head Start children live in homes where the primary language is not English. These families may be discouraged from participating in programs which do not acknowledge and address this language barrier. Head Start programs should take into account the needs of this population by working with existing programs designed to meet this special need.

Recommendations for Promoting Family Literacy in a Multi-Cultural Society:

• Establish a partnership with each family in which their beliefs, aspirations, and concerns about literacy development for themselves and their children are explored. Demonstrate respect for the language and culture of each family, and build upon this foundation in all family literacy activities.
• Support parents' use of the language in which they are most fluent as a means of effectively stimulating their young children's interest in developmentally appropriate literacy activities.
• Beware of any approach which attempts to totally replace the language of the home with English. Such an approach may actually undermine communication between the parent and child, and reduce opportunities for the stimulation of the child's emerging literacy skills and interests.
• Recognize that some persons with limited English proficiency who seek adult literacy instruction may have limited literacy skills in their primary language. For these adults, a more appropriate immediate goal may be developing literacy skills in their primary language or improving comprehension and use of spoken English.
• Consider how language, and cultural differences create barriers to some families' participation in literacy promotion activities. Work to remove these barriers and build bridges which invite participation by everyone. Consult with local programs experienced in serving particular cultural groups to increase your program's effectiveness in serving a multi-cultural population.

Supporting Parents as Teachers

Every Head Start program should emphasize the importance of family in a child's development of interest, competence, and pleasure in literacy activities. Literacy promotion is something every parent can do, regardless of their own level of literacy. However parents often need specific information and guidance on the best methods to promote their child's literacy development. Well- intentioned parents may attempt to promote their child's literacy with activities that are not develop mentally appropriate for the child. For example, the parent who prematurely emphasizes alphabet recognition or phonics skills, despite the child's persistent frustration, may discourage that child's literacy development.

An inventory of a family's current literacy practices is needed to plan support services. Most families provide, or have access to, opportunities to stimulate literacy development. How often do children look at or read books? What about the parent? If the family watches television, what kinds of programs do they view frequently? What daily opportunities exist for the parent to engage the child in listening to stories or sharing books? These and other questions should be asked when developing support for parents as teachers.

Literacy promotion with Head Start children should not be exclusively classroom-based. Head Start parent education programs. reinforce the value that active parent participation plays a part in a child's literacy development. Develop a strategy to transfer literacy promotion from teacher to parent and to maintain the parent's involvement. Such a strategy is integral to the effectiveness of any parent education effort.

For many Head Start programs, the home visit provides a good opportunity to demonstrate and support parent-child literacy interactions. Home visitors must establish literacy promotion as a priority, plan literacy activities which involve the parent and child for some portion of their visit, and take time to specifically demonstrate and reinforce parent practices which promote literacy;

The Head Start Family Literacy Initiative seeks to build a parent's confidence in reading to his or her child. Encouraging parents to read elementary level books to their children can reduce their negative connotations about an adult reading children's books. Furthermore, children often enjoy hearing an adult read a story aloud several times; This activity can contribute to the literacy development of both the parent and child. Any parent, despite his or her reading skills; can share literacy promoting activities, such as telling stories or sharing picture books. These activities can in crease a child's success in becoming a reader. For parents with limited literacy skills, guidance and support from the Head Start program can enable them to undertake this role.

Supporting Head Start Parents as Adult Learners

Head Start serves a large number of adults who are in need of literacy skill improvement. A Head Start program can capitalize upon its personal, supportive, family-centered approach to help Head Start parents address their literacy needs. Head Start can also call upon a powerful motivator for the Head Start parent, the fact that parents who improve their own literacy skills are doing something which will significantly benefit their children. Because learning to read is a long-term process that shows few immediate gains, it is often difficult to enroll and retain adults in literacy programs.

Reports from Head Start grantees with adult literacy programs recommend that initiatives start small and grow, with the benefit of experience, into more comprehensive efforts. Successful programs report that their initial adult literacy efforts, often with only two or three adults with moderate levels of need, provided them with valuable information on the nuts and bolts of adult literacy service, e.g., volunteer training, curriculum, transportation and child care issues. In addition, putting an identifiable "program" into operation provides a concrete example to share with potential collaborators. This example will show the role that Head Start can play in a more comprehensive community literacy program. Collaboration can enable Head Start to acquire needed information about literacy instruction methods and materials, tutor training and support, and some of the incentives for participation which existing literacy and adult education/training programs can offer.

To effectively promote the involvement of Head Start parents in adult literacy programs Head Start should be involved in efforts to provide, or to influence the provision of, features designed to sustain parent participation.

Features of Effective Adult Literacy Programs:

• Use of a curriculum which is responsive to parent's needs, self-esteem, and interests (e.g., addresses their roles as parents, consumers, employees).
• Child care available during a parent's instruction.
• Transportation needs are addressed.
• An adult education program connected to job placement.
• A peer support system among adult learners.
• Supportive counseling, including goal setting.
• Supportive transitions from one program level to the next.
• Affirmation of parents' beliefs that their efforts will benefit both themselves and their children.

A Head Start program's involvement in a community's adult literacy initiative can increase the positive impact of the literacy program on Head Start families by combining the literacy program's experience in literacy education with the Head Start program's expertise in working with low-income families. Roles for the Head Start program may include involvement in recruiting and supporting effective participation by Head Start parents and providing training to literacy volunteers on how to work more effectively with low-income families, some of whom may speak English as a second language.

Some parents who want to improve their literacy skills may be poorly prepared to begin work on their GED, or high school equivalency, certificate. For the most part, adults with English reading skills below a sixth grade level will find the GED program a frustrating experience.

Grantees should expect to find a wide range of literacy skills among Head Start parents. When assessing an individual's needs, keep in mind that an adult's educational attainment (last grade completed) often does not correspond to the adult's actual reading skill level. Many adults entering literacy programs have an immediate goal of obtaining a high school equivalency certificate. For a significant number of parents this will not be a reasonable short-term goal. Programs for adult learners should match their needs, values, and motivations to increase the likelihood that they will make meaningful progress.

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Insights From Head Start Literacy Demonstration Projects 

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A group of Head Start grantees received Coordinated Discretionary Grant Program funding from the U.S. Department of Health and Human Services, Office of Human Development Services, for the period 1988 through 1990 to demonstrate effective approaches to promoting literacy in Head Start families. A brief description of each program was provided in the August 1989 edition of the Head Start Bulletin. These grantees met in 1989 and 1990. The observations and suggestions they made at those meetings are pertinent to any Head Start program addressing family literacy.

Observations and Suggestions From Head Start Grantees

• Many parents report that they want to improve their own literacy level to benefit their children.
• Many of the parents who participated in the Head Start literacy program had previously dropped out of an existing adult basic education or literacy program.
• A personal supportive approach succeeded in recruiting participants.
• It is advisable to obtain an endorsement of the literacy program from current or former Head Start parents to help recruiting efforts.
• More parents than anticipated had very low literacy skills (i.e., skills below a fourth grade reading level).
• In order to sustain motivation, both immediate and long-term objectives should be established.
• It is important to address issues of the adult learner's self-esteem, trust of the literacy program providers, and motivation.
• Provide support services to enable consistent adult participation in a literacy program.
• Anticipate problems which can disrupt participation.
• Head Start must develop partnerships with community literacy programs to best serve Head Start families.

Head Start programs currently providing family literacy activities recommend the following strategies to anyone interested in replicating their efforts:

• Heighten awareness about the importance of family literacy efforts to change attitudes of staff and families. Every family participating in Head Start should receive the message that literacy is important and that Head Start can help a family address its literacy needs;
• Emphasize that the program's efforts are intended to improve a parent's quality of life, employability, and success as a child's first teacher;
• Create a "print-rich" environment in Head Start classrooms, offices, parent meeting rooms, and public places to convey the importance assigned to literacy; and
• Establish a lending library of children's books, perhaps with accompanying audiotapes, so that stories introduced in the classroom may be shared again in the home.

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Summary 

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This document has provided an overview of the problem of intergenerational illiteracy and its relevance to the Head Start program. It provides only an introductory guide to how Head Start programs can address family literacy. The needs and opportunities in family literacy will vary by community and the staff of each Head Start program will have to make practical judgments about the best approach to those needs. Whenever possible, the Head Start program approach should complement, rather than compete with, available literacy resources.

Many exemplary and replicable family literacy practices are currently being demonstrated by Head Start grantees. The challenge is to build upon and extend these practices throughout the Head Start program.

The Head Start Bureau recognizes the innovation and resourcefulness of its grantees and encourages grantees to share with each other, with the regional resource centers, and with their regional Federal offices information about their efforts to support family literacy. These joint efforts will firmly establish and increase Head Start's important role in promoting family literacy.

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Appendix A Selected Family Literacy Resources 

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I. Family Literacy Publications

• Emerging Literacy: Young Children Learn to Read and Write. Edited by D.S. Strickland and L.M. Morrow. 1989. This book is available for $15.00 plus shipping from The International Reading Association. See catalogue listed in Section II below. (Item 351).
• First Teachers: A Family Literacy Handbook for Parents, Policy Makers, and Literacy Providers. 1989. Available for $4.00 (prepaid including postage and handling) from The Barbara Bush Foundation for Family Literacy listed in Section IV below.
• Leadership for Literacy, The Agenda for the 1990's. June 1990. Available for $24.95 from Jossey Bass, Inc., 350 Sansome Street, San Francisco, CA 94104.
• Literacy Learning in the Early Years by Linda Gibson. 1989. Available for $16.95 plus shipping from Teacher's College Press, P.O. Box 939, Wolfeboro, New Hampshire 03894. (800-356-0409 or 2 12-678-39 19).
• The New Read Aloud Handbook by Jim Trelease. 1989, revised ed. Available for $9.95 from the International Reading Association. See catalogue listed in Section II below. (Item 637).
• The RIF Guide to Encouraging Young Readers, edited by R. Graves. 1987. Available for $9.95 plus shipping and handling from Reading Is Fundamental. See catalogue listed in Section II below.
• Risk Makers, Risk Takers, Risk Breakers-Reducing the Risks for Young Literacy Learners. 1989. Edited by JoBeth Allen and Jana M. Mason. Available for $18.50 plus shipping from Heinemann Educational Books, 70 Court Street, Portsmouth, New Hampshire 03801. (603-431-7894)
• Toward Defining Literacy, edited by R. Venizky, D.A. Wagner, B. Ciliberti. 1990. Available for $6.75 plus shipping and handling from the International Reading Association. See catalogue listed in Section II below. (Item 533).

II. Literacy Catalogues

• The International Reading Association Catalogue. This is a free catalogue of publications on literacy for adults and children. For a copy, contact IRA Order Department, 800 Barksdale Road, P.O. Box 8139, Newark, Delaware 19714-8139. (302-731-1600)
• The Adult Literacy Resource Book. This free catalogue is distributed by the New Readers Press, the publishing division of Laubach Literacy International. To obtain a copy, contact the New Reader's Press, Special Catalogue Request Department, Box 131, Syracuse, New York 13210. (800-448-8878 or, for New York, 800-624- 6203).
• Reading Is Fundamental (RIF) publishes a listing of books, booklets, parent guide brochures, posters and a workshop guide. To obtain a free copy of this listing contact: RIF Publications Department, 600 Maryland Avenue, S .W., Suite 500, Washington, D.C. 20024-2520. (202-287-3220).

III. Information About Literacy

• A.L.L. Points, is a bi-monthly bulletin concerning adult learning and literacy. It contains descriptions of adult literacy programs and resources and describes new developments and publications in the field. To be placed on the mailing list, write to:
• The U.S. Department of Education

Division of Adult Education and Literacy
Office of Vocational and Adult Education
Washington, D.C. 20202-72401
• The National Evaluation of Adult Education Programs Bulletin is issued monthly. It is available free of charge from Development Associates, Inc., 2924 Columbia Pike, Arlington, VA 22204. (703-979-0100).
• ERIC (Educational Resources Information Center). This is the world's largest education information system. It was established in 1966 and is supported by the U.S. Depart ment of Education. Call toll free to learn details about the 16 ERIC Clearinghouses, to obtain a free catalogue of publications and to learn about other ERIC components (1-800-USE-ERIC).

Following are four ERIC clearinghouses which can supply information about literacy such as journal articles, local level resources and literacy publications:

1. Adult, Career, and Vocational Education

Ohio State University
1900 Kenny Road
Columbus, OH 43210-1090
Telephone: (614) 292-4353 (800) 848-4815
2. Elementary and Early Childhood Education

University of Illinois
College of Education
805 W. Pennsylvania Avenue
Urbana, IL 61801-4897
Telephone: (217) 333-1386
3. Languages and Linguistics*

Center for Applied Lingtuistics
1118 22nd Street, NW
Washington, DC 20037-0037
Telephone: (2Q2) 429-9551
*Includes Adjunct Clearinghouse on Literacy Education For Limited English Proficient Adults
4. Reading and Communication Skills

Indiana University
Smith Research Center, Suite 150
2805 East 10th Street
Bloomington, IN 47408-2698
Telephone: (812) 855-5847

• Kiwanis International Headquarters

Program Development Division
3636 Woodview Trace
Indianapolis, IN 46268
Telephone: (317) 875-8755 (800) 879-4769

As part of its 1990 to 1993 "Young Children: Priority One" campaign the Kiwanis International, a community service organization, has specifically designated Head Start and Reading Is Fundamental, Inc. (RIF) as two service programs which local Kiwanis clubs are encouraged to support. In many communities the Kiwanis campaign has already brought Head Start and RIF programs together, producing Kiwanis fund-raising support which provides free to Head Start families the quality children's books available through RIF. The Kiwanis headquarters office welcomes inquiries from Head Start programs on how to link up with local Kiwanis clubs. Copies of Kiwanis brochures are available describing how their clubs can support local Head Start and RIF programs.
 

IV. Literacy Organizations

• American Library Association

Bell Atlantic ALA Family Literacy Project
50 East Huron Street
Chicago, IL 60611
Telephone: (312) 944-6780

This project encourages libraries to develop and enhance library-based family literacy projects for the urban and rural poor and ethnic minorities. Because the concept of "family literacy" is new, this project has developed fact sheets addressing aspects of starting a family literacy project. The fact sheets include names, addresses, and, phone numbers of contact persons. Single copies are free by calling 1-800-545-2433, extension 4296.

• The Barbara Bush Foundation for Family Literacy

1002 Wisconsin Avenue, NW
Washington, DC 20007

This foundation's mission is to establish literacy as a value in American homes and to break intergenerational cycles of illiteracy. They have prepared a book First Teachers which is listed above and describes successful programs, contacts and additional sources of information about literacy.

• International Reading Association

800 Barksdale Road
P.O. Box 8139
Newark, Delaware 19714-8139
Telephone: 302-731-1600

IRA provides a variety of publications with information about issues ranging from early childhood activities which nurture reading success to materials on adult illiteracy. Resources may be helpful in developing the family literacy approach.

• Laubach Literacy Action

1320 Jamesville Avenue
Box 131
Syracuse, NY 13210
Telephone: (315) 422-9121

Laubach Literacy Action (LLA) is the largest network of private adult literacy programs providing instruction through trained volunteers. The organization publishes the Laubach Literacy Action Directory which lists Laubach Literacy programs across the country. In addition, LLA provides information on training, curriculum, and programming ideas for literacy projects. New Readers Press in the publishing division.

•  Literacy Volunteers of America

5795 Widewaters Parkway
Syracuse, NY 13214
Telephone: (315) 445-8000

Literacy Volunteers of America (LVA) has more than two hundred affiliates working to teach adults to read and to train tutors. The organization publishes a directory of its affiliate programs across the United States. It is non- profit with over 350 programs training and supporting literacy tutor volunteers. It also provides curriculum materials and programming ideas for adult literacy projects and family literacy program ideas.

• National Center for Family Literacy

401 South 4th Avenue, Suite 610
Louisville, KY 40202
Telephone: (502) 584-1133

This is a private non-profit organization established for the purpose of expanding efforts to solve the nation's literacy problems through family literacy programs. The National Center provides information, training, materials, and technical assistance to new and established family literacy programs. It is also affiliated with the Keenan Trust Family Literacy Project.

• Reading Is Fundamental

600 Maryland Avenue, SW, Suite 500
Washington, DC 20560
Telephone: (202) 287-3220

This is a national non-profit organization dedicated to bringing children and books together. Official RIF programs receive quality children's books at reduced prices and technical assistance materials and training on promoting family literacy. Contact RIF and request information on how to start a local program. To establish an official program, a project proposal must be designed, submitted, and approved by RIF.

• SER Family Learning Centers (FLCs) of SER-Jobs for Progress, Inc.

SER-Jobs for Progress National, Inc.
1355 River Bend Drive, Suite 240
Dallas, TX 75247
Telephone: (214) 631-3999

This learning center focuses on Hispanic literacy training for preschoolers, adolescents, welfare parents and senior citizens. The SER literacy campaign places special emphasis on the needs of Hispanics in the areas of -education, training, employment, business and economic opportunities.

• U.S. DEPARTMENT OF EDUCATION

The Department of Education has four offices dedicated to fostering literacy:

1. Clearinghouse on Adult Education

Division of Adult Education
Mary E. Switzer Building
400 Maryland Avenue, SW
Washington, DC 20202
Telephone: (202) 732-2412

The clearinghouse, maintained by the Division of Adult Education, offers free information on family literacy. Available publications include fact sheets, descriptions of family literacy programs, and bibliographies.

1. Even Start Program

Compensatory Education Programs
400 Maryland Avenue, SW, Room 2043
Washington, DC 20202
Telephone: (202) 732-4682

The family-centered education projects funded under the Even Start program are designed to help parents become partners in the education of their children and at the same time to provide literacy instruction to the parents. Local school districts in all States are eligible to apply for funds.

1. Family English Literacy Programs Office of Bilingual Education and

Minority Language Affairs
400 Maryland Avenue, SW, Room 5620
Washington, DC 20202
Telephone: (202) 732-5728

The program offers assistance to help adults with limited proficiency in English achieve competence in the English language, and provides instruction on how parents and family members can facilitate the educational achievement of their children. Organizations eligible for assistance are local school districts, colleges and universities, and private nonprofit groups. In 1988, there were thirty-five projects funded by this program.

1. Library Literacy Program

Office of Library Programs
555 New Jersey Avenue, NW, Suite 400
Washington, DC 20208

The Library Literacy Program makes grants to State and local public libraries to support literacy programs. In fiscal year 1988, 244 library literacy projects were funded and 5 percent (or eleven of these projects) provided family literacy activities. A variety of approaches to family literacy are represented in the library literacy projects linking libraries with parents and children in several States. State and local public libraries are, eligible to apply for funds.

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