3.3 Analysis and interpretation of research results

3.3.1 Models used in the context of the research

A total of eight family literacy models were selected in accordance with the needs of the communities. The
organizations did not necessarily deliver the same model throughout the project. All of the models except
for one were chosen because they targeted adults. Some models targeted parents of preschoolers and
others targeted parents of school-age children.

It is appropriate to emphasize that the target population for family literacy programs in French does not
only concern parents with low reading skills, but also a whole range of population groups such as
immigrant families, exogamous or multicultural families, families with special needs relating to the
learning of the French language or the increased use of French in the home (FCAF,2004a).

Program models also vary according to the type and the target of the intervention. The American
researcher Nickse (1990)put forward a typology to classify family literacy interventions according to the
following elements:

• direct intervention with the adult and the child,
• indirect intervention with the adult and the child,
• direct intervention with the adult and indirect intervention with the child, and
• indirect intervention with the adult and direct intervention with the child.

Here is the list of the selected models:

• Des livres dans mon baluchon (for parents of preschoolers) - direct intervention with the adult
  and the child,
• Grandir avec man enfant (for parents of preschoolers and school-age children) - direct
  intervention with the adult and indirect intervention with the child,
• J'ai du plaisir a grandir avec man enfant (for parents of preschoolers) - direct intervention with
  the adult and the child,
• Je m'éveille avec man enfant (for parents of preschoolers) - direct intervention with the adult
  and indirect intervention with the child,
• Lire et ecrire a la maison (forparents of school-age children) - direct intervention with the adult
  and the child,
• Mon tapis raconte (for school-age children) - indirect intervention with the adult and direct
  intervention with the child,
• Parler pour que les enfants ecoutent, ecouter pour que les enfants parlent (for parents of
  preschoolers) - direct intervention with the adult and indirect intervention with the child, and
• Pour les rendre heureux (forparents of preschoolers) - direct intervention with the adult and the
  child.

All of the models used were analysed according to various parameters. Three particular models are featured because they fulfil most or all of the following criteria:

• They have clear objectives.
• They are accompanied by a user guide.
• They include a "child" component.
• They take into account the particular context of Francophones living in a minority setting (with
  program elements relating to language, culture and identity).
• They demonstrate coherence between the identified goals and the target population.