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It addresses the barriers faced by adults who struggle to speak and read English and may have limited schooling, and explains how challenges affect homework support, communication with teachers, and participation in school systems. The guide emphasizes cultural awareness, challenges deficit-based assumptions, and highlights the impact of trauma on learning, informing tailored instruction and expectations for both parents and children.",{"@graph":14,"@context":64},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/practitioners-guide-3-nov-2012-working-with-preliterate-and-beginning-literacy-level-parents-in-family-literacy-and-parent-involvement-programs/584461/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/practitioners-guide-3-nov-2012-working-with-preliterate-and-beginning-literacy-level-parents-in-family-literacy-and-parent-involvement-programs/584461.png","ImageObject",300,407,{"name":42,"@type":43},"WPS_1786070896","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58],{"name":59,"@type":60,"acceptedAnswer":61},"How does the guide recommend educators build cultural awareness?","Question",{"text":62,"@type":63},"It encourages cultural understanding beyond deficit models, including researching home countries, talking with cultural informants, understanding spiritual beliefs, and incorporating culturally bound knowledge and oral storytelling traditions into educational activities.","Answer","https://schema.org",{"og:url":32,"og:type":66,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":68,"canonical":32},"index,follow",{"doc_id":70,"site_id":7},584461,1792165777,{"code":4,"msg":73,"data":74},"success",[75,79,83,87,92,97,102,106,111,114,118],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":76,"show_sort_weight":77,"slug":78},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":80,"show_sort_weight":81,"slug":82},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Exam",70,"exam",{"id":88,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},5,"Comic",60,"comic",{"id":93,"doc_module":4,"doc_module_name":25,"category_name":94,"show_sort_weight":95,"slug":96},6,"Technology",50,"technology",{"id":98,"doc_module":4,"doc_module_name":25,"category_name":99,"show_sort_weight":100,"slug":101},7,"Healthcare",40,"healthcare",{"id":103,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":104,"slug":105},8,30,"research-report",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},9,"Religion & Spirituality",20,"religion-spirituality",{"id":109,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":109,"slug":113},"World Cup","world-cup",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":115,"slug":117},10,"Lifestyle","lifestyle",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":88,"slug":121},19,"General","general",{"code":4,"msg":73,"data":123},{"doc_id":70,"user_id":124,"nickname":42,"user_avatar":125,"doc_module":4,"category_id":103,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":88,"language":131,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":132,"faqs":133,"seo_title":134,"seo_description":12,"update_tm":135,"read_time":136,"preview_page_count":4},549768072016,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Practitioner’s Guide \\# 3  \nNov. 2012  \nWorking with Preliterate and Beginning Literacy Level Parents in Family Literacy and Parent Involvement Programs  \nColleen Shaughnessy and Esther Prins  \nIntroduction  \nThe purpose of this guide is to provide recommendations for educators working with preliterate and beginning literacy level parents1 in family literacy and parent involvement programs. This guide is motivated by the growing presence of immigrant learners in schools and family literacy programs. Over 20% of public school children have immigrant parents, and 15% of these parents have less than a ninth grade education (Urban Institute, 2006), a group that no doubt includes adults who are preliterate or beginning literates in their native language.  \nNumerous studies indicate the importance of developing a foundation of literacy practices at young ages. Immigrant children are less likely than U.S.-born children to be placed in daycare and more likely to be cared for by family members (Urban Institute, 2006) . Thus, preliterate and beginning literacy parents and grandparents are likely to be caregivers for young children, and a primary influence on their language and literacy development. After summarizing research on teaching preliterate adults, this brief describes considerations for tailoring family literacy and parent involvement to the needs of preliterate caregivers. According to Vang (2005),  \n1 For the purpose of brevity, we use the term “preliterate” in the remainder of this document.  \nparents who are preliterate, who struggle to speak and read English, and who have little or no formal schooling may have difficulty assisting with written homework, communicating with teachers in English, or participating in other aspects of the school system. As such, many children of preliterate parents navigate the entirety of their education on their own (Vang, 2005) . In light of these challenges, family literacy and parent involvement programs can adjust their expectations and instructional strategies to help parents understand and negotiate the [U.S. edu](U.S. edu)cation system while developing the English language and literacy skills of both parents and the children.  \nSome scholars (e.g., Duffy, 2007) consider the term preliterate to be controversial because it does not acknowledge forms of literacy beyond reading and writing texts. However, it is a useful term to designate adult learners who speak a first language whose written form is rare or does not exist (Savage, 1993), such as Haitian Creole or Somali Bantu Mai Mai. Preliterate adult learners have little or no experience with formal learning or classroom expectations. Thus, educators must be vigilant about the assumptions they make when conveying information and expectations to preliterate parents (Gunn, 2003) . They should also consider the effects of culture and traumatic experiences on preliterate adults and their families’ learning.  \nDeveloping Cultural Awareness  \nCommonly, preliterate populations are viewed from a deficit model that focuses on what they lack but ignores their skills and abilities. Volk and Long (2005) explored commonly held deficit-based myths about culture and literacy by examining the rich cultural practices of kindergarten Latino children and their parents. Roy and Roxas (2011) investigated educators’ perceptions of preliterate Somali Bantu parents’ educational goals versus their actual goals. Educators did not recognize parents’ goal and commitment to maintaining their histories through storytelling as a legitimate educational goal or equate it with valuing education. Further, Valenzuela (2002) documented the phenomenon of“subtractive schooling” among Mexican and other Latino high school students in a majority-Mexican, urban area of the U.S. Subtractive schooling involves the devaluing and removal of one’s culture to adopt the dominant culture. Valenzuela explored the multi-generational effects of subtractive schooling, concluding that there i","cbCaipT3WwwICpLz","https://ap.wps.com/l/cbCaipT3WwwICpLz","pdf",507530,"English","# Introduction\n## Developing Cultural Awareness\n## Recognizing Trauma","[{\"question\":\"How does the guide recommend educators build cultural awareness?\",\"answer\":\"It encourages cultural understanding beyond deficit models, including researching home countries, talking with cultural informants, understanding spiritual beliefs, and incorporating culturally bound knowledge and oral storytelling traditions into educational activities.\"}]","Practitioner’s Guide # 3 - Nov. 2012 - Working with Preliterate and Beginning Literacy Level Parents in Family Literacy and Parent Involvement Programs | PDF",1792051061,13]