The discussion that follows summarizes the trends in family literacy experiences, achievements and expectations of our respondents. The goal of the research was to understand the human stories behind statistical data generated by the IALSS.
The IALSS research shows there is a relationship between parental education
attainment and literacy levels. In Canada, nine percent of the variance in prose
literacy scores of youth can be attributed to parental education attainment
(Statistics Canada, 2005a). For example, the 2003 research shows “youth
whose parents have not completed a high school education have the lowest prose
literacy scores”
(Statistics Canada, 2005b:43). Furthermore, other research
has shown that families who support literacy build foundations for lifelong
learning (Cerny, 2000; Richgels and Wold, 1998).
Parents tended to want their children to achieve a better education than they had achieved. Eight mothers and/or fathers of respondents did not graduate from high school and this may account for the expectations by 11 parents that their children achieve a high school diploma and by nine others that their children attain a university degree. Most of the respondents met or exceeded their parents’ expectations.
Respondents have high expectations for their children regardless of their own occupations or literacy level. Nineteen wanted their children to achieve some form of post secondary education with 14 respondents stating expectations for their children to attain a university degree.
The Canadian Education Association (2004) reported in a policy brief the quality of early childhood experiences is one factor that affects literacy levels. Engaging in literacy activities at home is one component of the quality of childhood experiences that has a substantial effect on literacy levels (Statistics Canada, 2005a). This is not a new phenomenon—Chall and Snow (1982), Handel and Goldsmith (1988), Foertsch (1992), Henderson and Berla (1994) and many others have reported the link between home environment and child’s reading ability, self esteem, social skills, IQ level and literacy achievements.
Modeling behavior is classified as passive or active. Passive modeling includes such activities as reading or writing where children witness these activities. Active positive modeling includes singing with children, reading with children and exposing children to books, shopping lists and cards (Health Canada, 2005).