ABSTRACT
The intergenerational transfer of literacy has intrigued educators, researchers, and policy makers, and served as a fundamental rationale of family literacy programs. Children who come into the world without language learn one of thousands of languages, depending upon the family into which they are born. Not only does the family determine the child’s early language, but a family’s culture, beliefs, and traditions also infl uence the way children use words for discourse (Heath, 1983). Their family’s literacy levels also infl uence whether children develop strong language skills as well as reading and writing skills. Some parents provide a strong foundation for language and literacy at home, having many print materials available and modeling the use of reading, writing, and math in daily life. Other families communicate primarily through oral language, with storytelling being an important way to share family or cultural history. Regardless of a family’s desires for their children’s success, some parents, especially those with limited literacy skills or formal education, do not have the knowledge or skills needed to adequately support their children’s early language and literacy development. As a result, these children often struggle with and do not master school-related literacy skills, putting them at a lifelong disadvantage related to educational outcomes, future employability, and social and health status.
Internationally, the impact of literacy on economic and social indicators is of increasing interest. The relationship between educational attainment and income has been well-documented in the United States and other countries (Blanden & Gregg, 2004; Day & Newburger, 2002; Hertz et al., 2007). Further, business and industry leaders continue to stress the need for more highly educated adults to fi ll positions, many of which require at least some postsecondary education or training. These positions require more advanced academic skills (e.g., reading and writing, mathematics and numeracy, technology, problem-solving) and are more likely to pay family-sustaining wages than positions that do not requires these skills. This global need for better skilled workers has raised awareness and increased commitments to adult literacy. Studies on literacy and health outcomes have also highlighted the importance of literacy for understanding medical information (Moon, Cheng, Patel, Baumhaft, & Scheidt, 1998), for compliance with medical procedures and for patient safety (Immink, & Payongayong, 1999; Moon et al., 1998; Williams, Baker, Honig, Lee, & Nowlan, 1998), and for more positive child health outcomes (DeWalt, & Hink, 2009; Sanders, Federico, Klass, Adrams, & Dreyer, 2009; Sandiford, Cassel, Montenegro, & Sanchez, 1995), underscoring the broad implications for literacy far beyond schooling and employment.
