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.

Using the ORIM Framework to Develop a Family Literacy Programme

Using the ORIM Framework to Develop a Family Literacy Programme
Using the ORIM framework to develop a family literacy programme
Introduction

In Chapter 3 we explained how the ORIM framework could be built up from the four strands of literacy we identified as important in the early years: environmental print, books, early writing and key aspects of oral language, and four key roles that parents could play: providing opportunities, showing recognition, sharing interactions and being models of literacy users. In this chapter we show how the ORIM framework was used for planning and developing early literacy work with parents ...

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