What is it about?
A preschool family literacy programme, taking an emergent literacy perspective and based on the ORIM framework, was tried with 176 families in disadvantaged neighbourhoods of Sheffield, England. A randomised controlled trial compared children's literacy outcomes to those of children not in the programme (who received ordinary support at home and in preschool provision). Programme children benefited (effect size, 0.43) with children whose mothers had no educational qualifications benefiting the most.
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Why is it important?
Probably the largest and most rigorously conducted preschool educational experimental study ever conducted in the UK. The REAL (Raising Early Achievement in Literacy) project was a family intervention focused on children's emergent literacy. It used the ORIM (Opportunities, Recognition, Interaction, Model) framework in engaging with children's parents and caregivers. Results were particularly clear and positive. It has led to numerous other interventions in the UK and worldwide, using the ORIM framework.
Perspectives
The research reported in this paper was the culmination of a long line of Sheffield studies, conducted over many years, of parental involvement and family literacy. It was an extensive collaboration with a large number of educators and families.
Peter Hannon
University of Sheffield
Read the Original
This page is a summary of: Effects of extending disadvantaged families’ teaching of emergent literacy, Research Papers in Education, January 2019, Taylor & Francis,
DOI: 10.1080/02671522.2019.1568531.
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