ERIC ED395438: Family Literacy.

18 Pages·1996·0.43 MB·English

by  ERIC

DOCUMENT RESUME
EC 304 833
ED 395 438
Washington, Charles W., Ed.
AUTHOR
TITLE
Family Literacy.
National Adult Literacy and Learning Disabilities
INSTITUTION
Center, Washington, DC.
National Inst. for Literacy, Washington, DC.
SPONS AGENCY
PUB DATE
96
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LINKAGES; v3 nl Spr 1996
JOURNAL CIT
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EDRS PRICE
Emergent Literacy; Family Environment; *Family
DESCRIPTORS
Influence; *Family Programs; Genetics; *Intervention;
*Learning Disabilities; *Literacy; *Parent Education;
Program Development; Program Effectiveness; Symptoms
(Individual Disorders)
*Family Literacy
IDENTIFIERS
ABSTRACT
This newsletter theme issue focuses on the impact of
learning disabilities within families, specifically families with low
literacy skills. It explores the effectiveness of family literacy
programs, examines the connection between the field of family
literacy and learning disabilities (LD), and offers suggestions on
how to work with students with LD. It highlights a successful family
literacy program and profiles several family experiences. Articles
include: (1) "Family Literacy: The Legacy of Learning" (Sharon
Darling), which reports on the effectiveness of family literacy
programs and the value of inclusive family literacy programs for
(2) "Family Literacy and Learning Disabilities:
children with LD;
Shared Opportunities and Challenges" (Blanche Podhajski), which
(3) "Genetic Learning
addresses ways to link the two fields;
Disability Patterns in Family Literacy" (Dale Jordan), which offers
suggestions for working with students and families having faulty
visual perception, poor auditory perception, dyslexia, and slow rate
of processing; (4) "The Diary of a Family with Dyslexia" (Dorothy
Tod), which chronicles the experiences of a mother with LD advocating
(5) "The Five R's of Family Literacy Programs
for a son with LD;
(Virginia Tardeawether)--recruitment, retention, respect,
responsibility, and resourcefulness; and (6) "My Life with Dyslexia"
(Joni Krantz), which presents one woman's experience in a family
literacy program. Brief descriptions of organizations involved in
family literacy complete the issue.
(DB)
***********************************************************************
Reproductions supplied by EDRS are the hest that can be made
from the original document.
***********************************************************************
"Family Literacy."
LINKAGES; v3 n1 Spring 1996.
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BEST COPY AVAILABLE
LINKAGES
National Adult Literacy and
Learning Disabilities Center
A program of the National Institute for Literacy
Learning Disabilities
Liaking Literacy
Spring 1996
Vol. 3, No. 1
From the Director
. .
.
Family Literacy
Improving the education of children,
especially those "at-risk," and meeting
the crucial needs of adults with low
literacy skills are imperative. Recently,
FAMILY LITERACY: THE LEGACY OF LEARNING
research has suggested genetic links in
the baffling mix of reading disabilities.
By Sharon Darling
National Institutes of Health (NIH) data
indicate a startling 20% of all Ameri-
cans have some form of reading disabil-
If you grew up in a home where cuddles and storybooks were a
ity. NIH researchers state that these
nightly ritual and silly songs and counting games accompanied each
reading disabilities make up about two-
excursion in the car, you lived family literacy long before the term
thirds of all learning disabilities (LD).
was coined. Because of the experiences you had as a child, you have
Since education begins at home and
no doubt shared the love of learning with the children in your life. This
parents are often a child's first teacher,
precious legacy of literacy, the love of learning, is handed down to each
it is important to recognize the impact
generation through examples. By the time a child enters school. a wealth
of LD within families. If this first
of family experiences have created a solid foundation for new learning.
teacher has a learning disability, how
effective will he or she be? Therefore,
family literacy programs - where par-
But literacy development isn't always that easy. There are millions of
ents and children have an opportunity to
children entering school this year who have no traditions that connect
must address the
work together
-
family and literacy. They have no foundation upon which to build new
intergenerational problems of learning
learning. We call them "at risk," "disadvantaged," and other phrases that
helping create
learning
disabilities,
speak to missed opportunities that multiply into discouraging predictions.
environments for all family learners.
We know that one-fifth of American first graders are from families with
This issue of LINKAGES focuses on
low income, and half of these children start school as much as two years,
the impact of LD within families,
in terms of development, behind their peers. About 20% of our
specifically those with low literacy
preschool-aged children live in poverty and are likely to live in families
It explores the effectiveness of
skills.
wherithe most educated parent has less than a high school education.
family literacy programs, the connec-
tion between the family literacy and
Not only do these children lack the advantages of a home with an
teaming disabilities communities, and
educated parent, they are also less likely to be exposed to educational
offers suggestions on how to work with
students with learning disabilities. It
successful family literacy
highlights
a
program and profiles several family
( ()NI! \IS
experiences.
From the Director
By improving our understanding of
I
Family Literacy: The Legacy of Learning by Sharon Darling
learning disabilities and their effects on
1
families, family literacy programs can
4 Family Literacy and Learning Disabilities: Shared Opportunities and
strengthen their efforts to help meet the
Challenges by Blanche Podhajski
needs of students and ultimately reduce
6 Genetic Learning Disability Patterns in Family Literacy by Dale Jordan
the numbers of individuals who suffer
8 Diary of a Family With Dyslexia by Dorothy Tod
the results of school failure.
10 The Five "R"s of Family Literacy Programs by Virginia Tardeawether
12 My Life With Dyslexia by Joni Krantz
Neil A. Sturomski
14 Organizations
Director
Page 2
The National Center for Family Literacy, with
opportunities outside the home. In addition, the
the help of the Toyota Motor Corporation,
dropout rate of children in low-income families
established the Toyota Families for Learning
is more than twice the rate of middle-income
Program. Toyota granted the Center $5.1
families and ten times the rate of high-income
million to launch family literacy programs in 15
families.
American cities. The programs help
undereducated parents work toward increasing
For many adults and children, living in poverty
their literacy and life skills while their children
is a legacy that may be related to the inability to
attend preschool under the same roof. Does
gain the literacy levels needed to succeed. And
family literacy work? Consider these findings:
for the estimated 7 to 10 million children and
adults who suffer from learning disabilities,
Family literacy programs have holding power.
ineffective programs and misdiagnosis have led
The family approach used in the Toyota
to deep frustrations that have eroded self-
Families for Learning Program encourages
confidence, adding to the challenges faced when
adult learners to commit time to learning, not
families move out of poverty and into self-
just for themselves but for their families. Thus
sufficiency.
far, more than 69% have participated for more
than 100 hours, which is the approximate time
The problems our at-risk children face have
needed to increase skills one grade level.
been tackled with varying degrees of short-term
success, at best. The roles of special education
Parents in family literacy programs have
classes have swelled by inappropriate
greatly increased their literacy skills. Most
placement. We have identified children as
families that enter the program are in a
learning disabled but have instituted ineffective
downward spiral of failure fed by lack of
teaching strategies to help those who have
education, unemployment, and poverty. The
difficulty processing auditory and/or visual
adults' academic skills are inadequate to cope
stimuli. When children are placed in preschool
with the problems that at-risk families encounter
programs in order to "catch them while they're
daily. By the end of the program, these same
young," the wrong message may be sent to
adults have increased their skills by an average
parents about their ability to assist with their
of 1.5 grade levels. The adults in the Toyota
children's learning. The implication that only
Families for Learning Program have positioned
teachers should teach not only perpetuates the
themselves to pass the GED, apply for
low self-esteem of some parents but sets up an
community college or job training, meet the
impossible task for our schools.
challenges of everyday life, and work toward the
goals they once thought unattainable.
But in countless communities across the United
States, something dramatic is happening.
Children in family literacy programs are
Family literacy programs are making changes in
poised for academic success. Children in family
the lives of participating families and in the
literacy programs are usually academically
infrastructure that supports them. What makes
behind their peers who have experienced family
family literacy a better solution for some
literacy. The three- and four-year-olds generally
families? Simply stated, family literacy
score at the bottom 10% nationally on pretests.
programs work with parents and children
Without intervention, these children may remain
simultaneously, honoring the strengths of both.
behind and possibly leave school without a high
The family as a unit, not the individual adult or
school diploma. But the upward spiral that lifts
child, becomes the main focus.
their parents toward success also moves these
4
children. By the end of the year most haVe
Page 3
prevent the damaging scars of early school
improved their academic performance so they
failure.
rank at the 20th percentile and beyond.
While they are studying in the adult education
Educationally supportive home environments
component, parents with learning disabilities are
are created by family literacy programs.
given academic support by a volunteer or paid
By changing the parents' views of attainable
aide. Their goals may vary; some may be
goals for themselves, family literacy programs
working toward a GED, while others are
are expanding the range of success for their
working toward a reading certificate or
children. The upward .ipiral of success
acquisition of a driver's license or other
embraces the family and impacts all the
credential. They learn to plan, act on their
generations that follow.
plans, and review their plans in the same fashion
*44
that their children are learning a "plan-do-
review" process. They may need more time to
comp!cte the process. They may need
But what about students with a learning
disability in family literacy programs? alternative materials and enhanced learning
tools, such as computers that enlarge and
The inclusive family literacy program is one that
enhance print. But they do enjoy the thrill of
creates a learning environment that envelopes
every learner, those whose skills are acute, and academic success, and they are able to share the
joy with their children in the program.
those who have difficulty reading or writing,
whose attention spans are short and whose list
of failures in school is long.
Inclusive family programs provide both mental
and physical accessability to academic and
Students with learning disabilities are not just
family support services for all students,
accommodated in the inclusive family literacy
including students with learning disabilities.
program, they are actively recruited. Many
Functional needs are addressed by caring and
parents with disorders in one or more of the
considerate staff members who are aware of the
rights of students and the responsibilities of the
psychological processes involved in using
spoken or written language have entered family
program; these staff have researched materials
literacy programs with their children and have
and resources, and they practice information-
established and achieved their goals. They
processing constructs. Most of all, family
participate in all the components of the program, literacy educators devote their collective efforts
to ensure that students with learning disabilities
often embarking for the first time on a path
toward strong, consistent, imaginative,
experience success so that their confidence
interactive parenting. Likewise, they may
matches their competence. After all, giving the
realize for the first time that a world awaits that
students accessability is in their best interest,
and it is in the nation's best interest as well.*
includes success in the workplace. Their sense
of self-worth and self-esteem is often enhanced
because someone has finally recognized that a
Sharon Darling is President and founder of the National
Center for Family Literacy in Louisville, Kentucky. She
learning disability is what has prevented them
directed the development of the award-winning Parent
from succeeding in school when they were
and Child Education program that launched the family
younger. When the disability is clarified and
literacy movement in the nation. Ms. Darling is Vice
addressed, accommodations can be made for the
Chair of the Board of Directors for the National Institute
parent. The child can also be immediately
for Literacy, and a board member of the Barbara Bush
Foundationfor Family Literacy and the National
evaluated to see if he or she has a learning
Coalition for Literacy.
disability as well; having such a diagnosis early
and making appropriate accommodations can
Page 4
FAMILY LITERACY AND LEARNING DISABILITIES: SHARED
OPPORTUNITIES AND CHALLENGES
By Blanche Podhajski
How wonderful that in this last decade
learning disabilities in reading have a genetic
of the 20th century we are recognizing
link that can affect generations of learners, with
the power of the family as a vehicle
deficits in phonological awareness showing the
for both child and adult literacy. Home is at the
greatest possibility of being inherited.
heart of family literacy: It is the child's first
Linkages between professionals in these fields
school, and the parent is the child's first teacher.
can only strengthen literacy for all.
Because literacy is interactive, parents learn
Intergenerational literacy initiatives provide
from children as children learn from parents
unique opportunities not only for adults with
within this most intimate of educational
learning disabilities but also for their children
institutions.
who may be at risk.
Former First Lady Barbara Bush's commitment
The Challenges
to family literacy has brought national attention
The fields of family literacy and learning
to the importance of adult education. She links
disabilities also share challenges. More than 20
parents' literacy levels and practices with their
years ago, Wiederholt cited three issues
children's success in school. We have long
affecting the field of learning disabilities:
recognized that being read to as a child is one of
definition, heterogeneity, and territorialism.
the best predictors of reading success in the
These concerns are common to the family
classroom.
literacy field as well. Both fields continue to
wrestle with precise definition. However, each
There are distinct differences, however, between
concept can be defined sufficiently to allow for
parents who
read to their children but
family literacy program development and
don't,
can
and parents who
can't
read to their children.
learning disabilities identification.
The former group may not have had access to
either books or the love
Individuals served both
of literature. Their
by family literacy ard
Home is at the heart of family literacy: It
literacy may also be
learning disabilities
is the child's first school, and the parent is
compromised by societal
programs are hetero-
the child's first teacher.
stressors, such as poverty
geneous, each with his
and unemployment. The
or her own unique issues
latter group includes
and learning needs.
adults with learning disabilities. The National
Thus, approaches to family literacy must be
Adult Literacy and Learning Disabilities Center
tailored by and for communities and respect
estimates that 30 to 50% of adults with severe
cultu.al, ethnic, rural, and urban diversity.
literacy problems have undetected or untreated
Similarly, learning disabilities are manifest in a
learning disabilities.
diverse group of learners. Differences in
psychological processes that affect learning
The Opportunities
must be considered.
Family literacy and learning disabilities are both
complex concepts. Research at the University of
Professionals in the fields of learning disabilities
6
Colorado has found strong evidence that
and family literacy wrestle with issues of
'NV
Page 5
References
territorialism. These usually result from
differences in philosophical orientation. The
Auerbach, E.R. (1995). Which way for family
field of learning disabilities has been subject to
literacy: Intervention or empowerment? In
longstanding debates on instructional methods
L.M. Morrow (Ed.), Family literacy:
Connections in schools and communities.
and identification practices. Research findings
New Brunswick, N.J.: International Reading
are helping to clarify some of these concerns.
Association.
Family literacy program leaders debate
Hackney, S. (1995). Back to the future: Putting
approaches to family literacy. Some leaders
family learning into perspective by adult
advocate reinforcing school-like literacy act-
education. Washington, D.C.: American
ivities within the family setting while others
Association for Adult and Continuing
prefer to integrate literacy practices within daily
Education. Adult learning, 7 (2).
life in some socially significant way. As in
Lyon, G.R. (1994). Critical issues in the
many movements, the polarity between views is
measurement of learning disabilities. In
artificial: Most approaches lie somewhere along
G.R. Lyon (Ed.), Frames of reference for
the assessment of learning disabilities.
a continuum between prescriptive, inter vention-
Baltimore, MD: Paul H. Brookes Publishing
ist models and participatory, empowering ones.
Companies, Inc.
Lyon, G.R. (1995). Research initiatives in learning
What can be done to promote the link
disabilities: Contributions from scientists
between the family literacy and learning
supported by the National Institute of Child
disabilities fields?
Health and Human Development. Journal
Heighten the awareness of the relation-
of Child Neurology, 10 (Supplement #1).
ship between adult literacy and learning
Morrow L.M., Paratore, J.R. and Tracey, D.H.
disabilities.
(1994). Family literacy: New perspectives,
Develop effective communication
new opportunities. Newark, DE:
International Reading Association.
models to share knowledge between the
Wiederholt, J.L. (1974). Historical perspectives on
fields of family literacy and learning
the education of the learning disabled.
disabilities.
DCLD Bonus Publication. Reprinted from
Support professional development in
Mann, L. and Sabatino, D. The Second
learning disabilities for family literacy
Review of Special Education. Philadelphia:
program leaders and staff.
JSE Press.
Recognize the intergenerational impli-
cations of families with learning disabil-
Blanche Podhajski is the Founder and Director of the
ities.
Stern Center for Language and Learning in Williston,
Vermont. She is also a Clinical Associate Professor of
Teach parents high risk predictors of
Neurology at the University of Vermont College of
learning disabilities.
Medicine. 4'
Teach adults important language skills
which they can impart to their children
through listening, speaking, reading and
writing.
7
GENETIC LEARNING DISABILITY PATTERNS IN FAMILY LITERACY
By Dale Jordan
bright light.
Numerous studies have shown that
learning disability (LD) patterns tend
Suggestions for working with students with
to move down genetic lines from one
word blindness
generation to the next. When we find LD in a
/Turn off bright overhead light, especially
child, we may find similar learning struggles in
older blood relatives. Yet family literacy efforts
fluorescent lights.
/Let students read in low light from nearby
have seldom addressed this intergenerational
issue. Poor reading, illegible writing, inadequate
lamps or windows.
/Let students wear visors or bill caps under
spelling, inaccurate listening, and poor
arithmetic skills might be found across
bright light.
/Place softly colored transparent overlays on
generations. The likelihood of encountering
book pages.
similar LD patterns across generational lines
/Use large card markers under the lines as
ranges from 30% to 80%, depending upon the
students read.
population considered. Family literacy providers
/Encourage using fingers and thumbs to frame
can expect to find family-linked LD more than
words.
half the time.
/Use large print with extra white spaccs between
Generational LD patterns are most often seen
lines.
/Refer students for developmental vision
when family literacy skills remain low after
several years of formal education. In spite of
assessment (DV A).
school attendance, blood relatives throughout
the family have low scores on achievement
Poor Auditory Perception
tests. Members of these families have been
placed in special education programs as far back
I hear you, but I don't know what you're saying.
as such placement was available. Several easily
Poor auditory perception (poor listening ability)
recognized LD patterns are seen in these family
may be a pattern in families with LD. A
generations.
researcher discovered a missing link between
the middle ear (where speech sounds are
Faulty Visual Perception
gathered) and the auditory cortex (where speech
sounds are interpreted). This difference in
I can see OK I just can't see to read. During
neurological structure may be a cause of poor
the past century several types of faulty visual
auditory perception. This type of LD makes it
perception have been described in fami!ies who
difficult for the individual to identify differences
are LD: word blind, irregular saccadic, faulty
between similar sound patterns. For example,
eye teaming in reading, Scotopic Sensitivity
"thermos" may sound like "furnace." These
Syndrome, off center foveal vision, defective
persons go through life misunderstanding 30%
magnocellular pathway structure, and Irlen
or more of what they hear. They cannot hear
syndrome. No matter what faulty visual
differences in soft vowels or consonants. They
perception is called, a majority of those who
cannot remember how, to spell. They
cannot raise literacy skills above basic levels
continually interrupt by saying: "What? Huh?
have normal eyesight (20/20 acuity), yet they
What do you mean?" These LD strugglers
cannot "see" black print on white paper under
misinterpret sermons, phone messages, and oral
Page 7
/Give credit for oral reports instead of writing.
instructions. They get their feelings hurt when
/Provide tape-recorded material instead of
they misunderstand friendly teasing and group
requiring textbook reading.
conversations. All oral information must be
carefully repeated before family members with
poor auditory perception fully understand.
Slow Rate of Processing
Suggestions for working with students with
I could do it i f I just had enough time. Slow
poor auditory perception
processing is a major problem for those who
/Establish eye contact before starting to speak.
have LD. The brain pathways where
/Touch the listener or call his or her name
information is processed are very slow
before speaking.
receiving, integrating, remembering, and
/Show important information in writing along
expressing information. Individuals who
with telling it.
process information slowly must have plenty of
/Leave outlines and notes to remind the listener
time to move through tasks successfully. It is
later on.
difficult for these individuals to speed up their
/Show the listener vowels, syllables, and words
rate of thinking.
in print instead of forcing him or her to "hear
what the vowel says."
Working with students' slow processing
/Allow the listener to do all required writing on
/Avoid timed tasks. Give extended time for
a word processor with a spell checker.
tests and assignments.
/Allow students to work with study partners
Dyslexia
and take turns, so the slow processor does not
experience burnout.
/Cut work quotas in half, allow plenty of time.
I knorti it. I just can't remember how it goes.
/Be patient. Never show impatience when a
Dyslexia, an unexplained difficulty in word
recognition, may be a pattern in families with person who processes slowly is trying to
LD. Persons who are dyslexic cannot keep
respond.
/Allow persons who process slowly to turn in
details in sequence. They may turn letters and
numbers backward or upside down. As they
assignments later.
/Make tape recordings of instructions to let
start to do something hi sequence, they get lost
and begin to scramble the order of details. slow listeners hear again at their own pace.
These struggling learners may reverse left/right
and north/south or east/west. They twist
These are the major cross-generational LD
syllables on their tongues as they say words and challenges facing family literacy providers.
tell stories. They continually "lose their words"
More than half the time, these LD patterns are
and go blank while talking. People with
scattered up and down the genetic line,
dyslexia may have difficulties writing the regardless of the years spent in formal
education.
alphabet, days of the week, and months of the
year from memory.
Dale Jordan is in private practice as a consultant in
learning disabilities. For 40 years he has worked with LD
Suggestions for working with students with
learners at all levels of education. He is currently LD
dyslexia
consultant for family literacy projects in Arkansas,
/Encourage keyboard writing instead of
Montana, and North Carolina. He has catthored several
handwriting.
works, including
Overcoming Dyslexia in Children,
/Encourage multisensory processing: see it/say
Adolescents, and Adults; Teaching Adults with Learning
Disabilities; and Attention Deficit Disorders: ADHD and
it/hear it/touch it
ADD Syndromes.4
/Allow individual to work with study buddies.
9
THE DIARY OF A FAMILY WITH DYSLEXIA
By Dorothy Tod
When my son, Ben, entered school I
I learned film editing. This lead me to a career
noticed that he was having
in film making.
difficulty learning to read. I tried to
get help from the school system, but they just
I found my niche in the film industry. As a
put him in special education classes. I knew
filmmaker, I could express myself through sight,
that there were other options that might help
sound, and motion. I didn't run into the
Ben that the school system wasn't trying. I
problems that I did in an academic setting where
went to my husband to try to explain. I knew
I had to produce written text. Ironically, I made
what I wanted to say, but I couldn't relay my
an award winning film about a businessman
feelings in a way that he could understand. I
who learned to read with the help of an adult
went to the school system to try to explain, but
basic education tutor, but it did not occur to me
because I couldn't speak education jargon, I
to relate this information to my own situation.
couldn't get my point across to them either.
My learning disabilities really affected my
By the time Ben was in the fourth grade, the
relationship with my family. I could not
stigma of being in special education classes, and
communicate with my husband, causing my
the lack of progress and success for all of his
marriage to fall apart. I could not get Ben the
efforts, left him feeling degraded and hopeless.
help he needed for his dyslexia. I couldn't even
We tried various methods to help my son
help him with his homework. Life was very
vision training, Irlen lenses, tutors, and art
hectic. I felt helpless and humiliated.
therapy - none of which helped him. My
husband, a lawyer and member of the school
I was at my wits end when my family was
board, had faith in the school system. He
referred to Louisa Moats, a learning specialist
assumed that they knew what was best for Ben.
and dyslexia expert. She tested Ben and
I knew that Ben waS not getting the help that he
recommended the Greenwood School, a
needed. I grew more and more frustrated.
residential middle school for boys. Greenwood
exemplified everything my own research and
I knew first-hand what my son was going
intuition told me was necessary for Ben's
through. At the time, I had undiagnosed
progress. All aspects of the curriculum use the
learning disabilities that compounded my
Orton Gillingham phonetic, multi sensory
frustrations.
I was an above-average student
approach to language. The strong arts program
through high school, earning good grades that
integrates language, social studies, and math
helped me get accepted into Vassar College but
skills in a meaningful way, and the school
I ran into serious difficulties in college. My
fosters a strong sense of self-worth, community,
handwriting was terrible.
I couldn't write or
and respect for the environment. After much
type well, and I couldn't spell. It was really
initial resistance, Ben began to thrive at
difficult to decide on a major because of my
Greenwood.
writing problems. I decided to major in art
history, but I couldn't pursue a career in the
When the staff at Greenwood discovered I was a
field because I couldn't master foreign
filmmaker, they asked me to produce a film
languages. I graduated from college feeling like
about some of their students. As I was shooting
a total failure. Fortunately, I found a job where
footage of the students, I was amazed at how I
0