Family Reading Matters is delivered by the
NLT on behalf of the DCSF
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The strategic thinking behind Family Reading Matters has developed over many years.
Read an outline of the policy explaining the Family Reading Matters strategy.
View a PowerPoint presentation which outlines the Family Reading Matters strategy (2MB).
See also:
The centrality of the family to children's literacy development.
The definitions and taxonomy document (pdf).
The strategy began by looking into what existing research into literacy and the influence of the home can and can't tell us. The findings were then discussed and endorsed by a meeting of leading researchers in this field. The key findings are summarised below.
Key research findings on family literacy:
- Children’s literacy learning begins long before they start school, so
- intervention in the early years (0-5) is key to their literacy development.
- What parents do with their children is more important than who parents are.
- Intergenerational transfer of literacy skills does take place and its impact is strong, especially when parents’ literacy levels are low (below Level 1).
- Typically, only about 4 per cent of parents involved in family literacy programmes are fathers.
- Parents with lower literacy levels are less likely to help their children with reading and writing and feel less confident in doing so.
Main research gaps in family literacy
- There is no study comparing the effectiveness (and cost-effectiveness) of different models of family literacy programmes.
- Hence, there is no research basis for claiming that any one programme is more effective than others for any particular target group or area.
- There is no research evidence on take up of provision.
- There seems to be no current national mapping of provision at local or national level.
- There are no studies investigating the effect of combining different forms of involvement.
Download the summary (plus references) (pdf).
The centrality of the family to children's literacy development
Dr Angelica Bonci, the researcher for Family Reading Matters, also brought together all the key research evidence about the centrality of the family to children's literacy development. The executive summary is available below or you can download the full research evidence document (pdf).
Executive summary of the research rationale underpinning Family Reading Matters
In the last three decades, several strands of research have produced extensive and unequivocal evidence justifying a focus on the family with a particular emphasis on early years if you want to influence literacy standards. These research findings underpin Family Reading Matters which seeks to develop a national strategy to support literacy in the home.
Parents are a child’s first educator. A child’s family and home environment has a strong impact on his/her language and literacy development and educational achievement. This impact is stronger during the child’s early years but continues throughout their school years.
Many background variables affect the impact of the family and home environment (such as socio-economic status, level of parental education, family size, etc.) but parental attitudes and behaviour, especially parents’ involvement in home learning activities, can be crucial to children’s achievement and overcome the influences of other factors.
Therefore, in order to succeed, any national strategy to improve literacy standards cannot be limited to formal educational settings, where children spend only a small proportion of their time. On the contrary, it needs to embrace the family as a whole and include parents as partners in their children’s education from the very beginning of their children’s lives. It should aim to raise parents’ awareness of the difference they can make and set up systems that offer constant encouragement and support according to individual requirements and needs.
Key research findings
- Parental involvement in their child’s literacy practices positively affects children’s academic performance and is a more powerful force for academic success than other family background variables, such as social class, family size and level of parental education.
- Parents have the greatest influence on the achievement of young people through supporting their learning in the home rather than supporting activities in school. It is their support of learning within the home environment that makes the maximum difference to achievement.
- The earlier parents become involved in their children’s literacy practices, the more profound the results and the longer-lasting the effects. Early intervention is crucial because it is in families that learning begins and it is too late if we wait until children start school to become partners in their learning.
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