A "must read" for practitioners, policy makers and researchers interested in the detail and the theory underpinning this important family literacy initiative' - Neil McClelland OBE, Director, National Literacy Trust `The REAL Project is one of the best conceptualized, most intensively documented and successful British family literacy initiatives and the book provides a comprehensive overview of all aspects of this powerful project. It is essential reading for anyone working alongside families to promote children's early development' - Professor Nigel Hall, Institute of Education, Manchester Metropolitan University Anyone involved in the field of early-childhood literacy should be familiar with the work of the REAL (Raising Early Achievement in Literacy) Project. Here, leading members of the project team Cathy Nutbrown, Peter Hannon and Anne Morgan, discuss the research. An essential guide to the subject, this book will be of great practical use to all in the field of early childhood literacy: students, practitioners and course leaders on literacy and early childhood courses. The authors discuss the policy contexts of early-childhood and literacy today and use their experience of the REAL project to discuss and illustrate practical research and evaluation strategies for family literacy workers. They examine the issues from all perspectives: teachers, parents and young children. The book concludes with examples of how the theoretical framework of the REAL Project (ORIM) has been used by other practitioners and an examination of the implications of such work for the future of early-childhood and literacy policy development.
Evaluation and the Perspectives of Participants
The ideas put forward in Part II of this book were informed by research but the future development of family literacy requires continued research. Some of this needs to be theoretical to help us understand the context for family literacy practice but there is also a distinct need for good quality evaluation or evaluative research to help us understand what programmes are valuable in what contexts. In this part of the book we first (in Chapter 7) offer a view about evaluation – what it is, what it should accomplish and how findings from evaluation studies should be shared within the education community. We have tried to follow these principles in evaluating the REAL ...