Explains intergenerational literacy, and provides responses from two educators who offer their perspectives and suggestions on intergenerational literacy programs. (MG)

Discusses three types of congruence--procedural, instructional, and philosophical--for compensatory educational programs. Asserts that most definitions of congruence are inadequate because they don't include all three aspects. Examines the practices used to operationalize congruence, and notes that conflicting perceptions of congruence may lead to…

Outlines a program that helped parents to become active partners in their children's reading development. (FL)

Outlines a major literacy initiative for urban children taking place in the Dallas, Texas Public Schools. Describes several different programs at the school district level aimed at family and community outreach, in order to create a literacy-education support system with primary care givers in the homes. (SR)

Provides a selection of criteria (including needs assessment, shared responsibilities, decision making, constant communication, and continuous participation) which must be part of lasting and long-term outreach efforts with parents. (MG)

Provides guidelines to involve the entire community in a successful reading fair, based on procedures followed in Newport News, Virginia. (RL)

Discusses several family literacy programs that promote parent support and involvement while promoting mutual learning for all family members. (MG)

Contends that effective communication builds parent support for a reading program and offers practical suggestions on how to improve parent school communication. (FL)

Discusses the goals of Project Family Initiative for English Literacy (FIEL) and the rationale for the model on which it is based. Describes the curriculum and the content of the five-step lessons. Provides an example of one family's literacy growth within the project. (MG)

Points out that a potentially serious flaw in many school-based programs lies in the fact that these programs are often for rather than by parents. Suggests that parents be included in the conceptualization, planning, and implementation of such programs. (MG)

Presents six successful approaches for increasing parental awareness of a school's reading program. (MKM)

Discusses how effective volunteer programs are built upon a foundation of factors that are vital to the overall success of the project: recruitment, training, variety, recognition, and evaluation. (MG)

Describes the Educational Resources Information Center (ERIC) system, a national network of 16 specialized clearinghouses and several central ERIC service facilities. Notes that the ERIC system is charged with enhancing the database of educational resources by identifying hard-to-find materials. Explains briefly how to use ERIC and the educational…

Discusses why strong parental involvement programs are difficult to implement. Suggests guidelines for beginning programs of parental involvement in reading curriculum. (MM)

Offers an answer from Marie Clay and Barbara Watson concerning training for the Reading Recovery program. Provides a list of training sites available for interested readers. (MG)