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Participants valued insights into children’s learning, particularly literacy development, and reported learning from both peers and program facilitators. They highlighted program structure, including shared classroom time with children, which increased inclusion in the school community. The program also strengthened participants’ self-esteem and improved their ability to advocate for their families within everyday learning contexts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-great-program-for-me-as-agramma-caregivers-evaluate-a-family-literacy-initiative/596452/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-great-program-for-me-as-agramma-caregivers-evaluate-a-family-literacy-initiative/596452.png","ImageObject",300,407,{"name":92,"@type":93},"Alexandar","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How many parents and caregivers evaluated the program, and for how long?","Question",{"text":112,"@type":113},"A total of 137 parents and caregivers evaluated a year-long family literacy program in which they participated.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What did participants say they learned through the program?",{"text":117,"@type":113},"They reported gaining insights about children’s learning and literacy development, learning from each other, and learning from program facilitators.",{"name":119,"@type":110,"acceptedAnswer":120},"How was the PALS program structured and what happened during sessions?",{"text":121,"@type":113},"PALS included 10 to 15 sessions for parents and/or caregivers with children, typically held every two weeks, starting in October and ending in May, with shared meals, topic discussions, classroom learning-centre activities, and concluding discussions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596452,1792170835,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","“A GREAT PROGRAM   FOR ME AS AGRAMMA”: CAREGIVERS EVALUATE A FAMILY LITERACY INITIATIVE  \nJim Anderson University of British Columbia  \nFiona Morrison  \nLiteracy Now  \nIn this article, we report a study in which we asked 137 parents and caregivers to evaluate a year‐long family literacy program in which they participated. Parents valued the insights they gained about children’s learning in general and literacy development in particular. They reported that they learned from each other as well as from the program facilitators; valued especially the structure of the program wherein they spent time working with children in classrooms; felt more included in the school community; and enhanced their self‐esteem and their ability to advocate for their families.  \nKey words: families, literacy, school, family literacy, Parents As Literacy Supporters (PALS)  \nLes auteurs présentent les résultats d’une recherche durant laquelle ils ont demandé à 137 parents et ou tuteurs d’évaluer un programme de littératie familiale auquel ilsavaient participé durant un an. Les parents se sont dits heureux d’avoir pu ainsi mieux comprendre comment leurs enfants apprennent en général et en particulier comment leur littératie se développe. Ils ont signalé qu’ils ont appris de leur enfant et vice versa ainsi que des facilitateurs. Ils ont aimé la structure du programme qui leura permis de travailler avec les enfants en classe. Ils se sentent ainsi davantage impliqués dans l’école et l’expérience leur a permis d’avoir plus confiance en eux‐ mêmes et en leur aptitude à se faire les avocats de leur famille.  \nMots clés : familles, littératie, école, littératie familiale, Parents As Literacy Supporters (PALS)  \n_________________  \nCANADIAN JOURNAL OF EDUCATION 30, 1 (2007): 68‐89  \nThe publication of Denny Taylor’s (1983) classic Family Literacy precipitated an explosion of interest in the family as a site for young children’s literacy learning. Descriptive and ethnographic research (e.g., Delgado‐Gaitan, 1990; Taylor & Dorsey‐Gaines, 1988) demonstrated that across socio‐cultural groups, families can be rich contexts for children’s early literacy development. As a result of this research, family literacy programs designed to support children’s learning at home proliferated (Purcell‐Gates, 2000) . In her review of the research in family literacy, Purcell‐Gates (2000) reported a dearth of empirical work in this area and called for continued research to document the different and complex ways in which literacy is learned, taught, and practised in families. Moreover, Edwards (2003) argued that this gap in the research exists because researchers have not asked participants whether or not family literacy programs benefit them. This study, in which we canvassed a group of parents with whom we worked in the Parents As Literacy Supporters (PALS) program (Anderson & Morrison, 2000), addresses the gap that Edwards and Purcell‐Gates have identified.  \nTHE CONTEXT  \nPALS began when the mayor of a small city in British Columbia invited us to lead the development of a family literacy program in economically depressed, inner‐city areas as part of an inter‐agency, community development initiative. Parents, early childhood educators, and administrators were involved in the development of the program.  \nDesigned for three to five year olds and their parents and/or other caregivers, PALS1 consists of 10 to 15, two‐hour sessions usually held every two weeks, commencing in October and ending in May. In most schools that implement the program, the kindergarten teacher facilitates the program. We negotiate the particular time and day for the sessions with the participants; for example, in some communities, sessions occur in the evening to accommodate families where parents work outside the home. Session topics typically include learning the alphabet, early mathematics development, computers/technology and learning, learning to write, environmental print (e.g., product names and label","cbCailnzJuYnKTvn","https://ap.wps.com/l/cbCailnzJuYnKTvn","pdf",285518,23,"English","# Overview of the study\n## Participants and evaluations\n## Valued program elements\n# Program background (PALS)\n## Origins and community context\n## Structure, sessions, and activities\n## Materials and learning support","[{\"question\":\"How many parents and caregivers evaluated the program, and for how long?\",\"answer\":\"A total of 137 parents and caregivers evaluated a year-long family literacy program in which they participated.\"},{\"question\":\"What did participants say they learned through the program?\",\"answer\":\"They reported gaining insights about children’s learning and literacy development, learning from each other, and learning from program facilitators.\"},{\"question\":\"How was the PALS program structured and what happened during sessions?\",\"answer\":\"PALS included 10 to 15 sessions for parents and/or caregivers with children, typically held every two weeks, starting in October and ending in May, with shared meals, topic discussions, classroom learning-centre activities, and concluding discussions.\"}]","“A GREAT PROGRAM FOR ME AS AGRAMMA” - CAREGIVERS EVALUATE A FAMILY LITERACY INITIATIVE | PDF",1792083106,58]