Research
Why is London Literacy Champions needed?
By using the unique qualities of peer volunteers, London Literacy Champions promotes community engagement and action. This project empowers parents to find their own solutions to the barriers preventing them from supporting their children’s learning development.
In 2008, the National Literacy Trust undertook a review of research into the role of families and the home environment in developing children’s literacy skills. The following key findings have informed our focus for partnerships with local areas:
Families: parental involvement is a more powerful force for academic success than other family background variables.
Early years: the earlier parents become involved in their children’s literacy practices, the more profound the results and longer-lasting the effects.
The home: parents have the greatest influence on the achievement of young people by supporting learning in the home rather than in school.
Role models: even at age 16 parental interest in a child’s reading is the single greatest predictor of achievement.
Disadvantage: rates of low literacy are highest in disadvantaged communities and low literacy is a barrier to social mobility.
Nearly a third of all London children struggle with literacy at age 11(1). The 2010 Young Londoners report acknowledges that “a child’s life chances are set well before the child reaches school”(2). Research also shows that parents’ and carers’ involvement in their child’s learning positively affects performance at school(3) but many parents are not aware of the importance they play in their child’s education(4). The National Literacy Trust’s Face to Face research demonstrates that one in eight parents believe that their children’s language acquisition is somebody else’s role, and that 82 per cent would welcome more information about how to support their child.
(1)Centre for Policy Studies (July 2010) So why can’t they read?
(2)Greater London Authority (July 2010) Young Londoners - successful futures: The Mayor’s renewed agenda for children and young people.
(3)Jeynes, W.H. (2005) A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education
(4)Harris, A. and Goodall, J. (2007). Engaging parents in raising achievement – do parents know they matter? Research Report DCSF RW004
