The role of parent-child storybook reading in a sampling of preschool family literacy programs supported by school divisions within a greater metropolitan area
Bibliographic record
Abstract
The research documented the existence of preschool family literacy programs supported by school divisions in the Greater Winnipeg Metropolitian Area and studied their design, practices and evaluation procedures. Of particular interest was program emphasis on parent-child storybook reading. Four literacy programs were evaluated. Data, including on-site observations and semi-structured interviews with school administrators, program facilitators and instructors, as well as participating parents, was collected over a two month period from February to April. The resultant information was analyzed according to Nickse's (1991) three-stage heuristic for evaluating family literacy programs. Analysis probed: (1) design characteristics; (2) accountability/evaluation procedures and (3) 19 design features. Findings indicated that there was limited programming devoted to parent-child storybook reading, little inter-agency collaboration between the literacy programs and, although the programs were situated in areas of lowincome, high migrancy and unemployment, many program participants did not appear to fit these descriptors. A major concern was funding instability. Implications for future programming include: (1) increasing the time devoted to parent-child storybook reading; (2) fostering more collaboration between literacy program providers and other social service agency personnel; (3) ensuring the clientelle accessing the literacy programs are those most in need; and (4) providing long-term and consistent funding. Long-term evaluative research that follows the children into school is required to demonstrate the effectiveness of such parent/child preschool literacy programs.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.013 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".