Family Literacy – Learning Together for a Brighter Future

Prepared for the National Coalition for Literacy for AEFL Week 2026
By Dr. Marcela Movit, Director
ISAL and Goodling Institute for Research in Family Literacy

“You can learn a lot of things, you can share more with your daughter, you can learn more about her, too, and you can have improved development as a mom.” – Anonymous parent, family literacy program

Now I can face any obstacle. So that’s why I enrolled in community college,” later adding, “Yeah, I wanted to do something good for me, for my family, for my kids. Now I trust myself. I’m so confident.” – Anonymous parent, family literacy program

Family literacy programs have existed for decades and primarily serve families who have limited access to economic, education, and literacy resources. Many organizations are celebrating the value of family literacy during Adult Education and Family Literacy Week. The above quotations from parents engaged in family literacy programs reflect why these programs are beneficial and how they differ from other adult education programs.

Although family literacy programs are implemented in myriad ways, a common goal is for

family members to create a culture of learning in which parents and children strengthen their language and literacy capabilities, both individually and together (Lynch & Prins, 2022). These programs often use a multifaceted approach to provide families with opportunities to build literacy and language skills, which can be key to improving economic well-being. Services are provided to help parents improve their educational attainment and learn about the education and development of their children, connect to their children’s schools, and engage in intergenerational activities with their children to encourage further language and literacy growth.

Another important aspect is the interactive literacy component, where parents engage in fun language and literacy activities with their children to understand and support their learning and development. These unique programs often serve parents with children aged eight years or younger; however, some also involve older children. Many types of organizations—schools, libraries, community-based organizations, colleges, and universities—offer family literacy services, as is the case in adult foundational education.

Studies of family literacy show that these programs positively influence language, literacy, and academic outcomes of children (Anderson et al., 2010; Fan & Chen, 2001; Sénéchal & LeFevre, 2002). However, research also indicates that parents also benefit from family literacy programs. For example, the Goodling Institute for Research in Family Literacy at Penn State University conducted a multi-year, mixed-methods evaluation of five family literacy programs in Philadelphia, Pennsylvania and demonstrated that learning occurred in four domains –educational, personal, social, and parenting (Clymer et al., 2024). Qualitative data, along with statistically significant quantitative data from a pre-post survey (n = 139), revealed that parents developed literacy and language skills; enjoyed reading more and spent more time reading alone and with children; were more involved in everyday literacy practices; increased their self-confidence and self-esteem; provided support for each other and built a sense of community with other participants; and increased support for and involvement in their children’s development, literacy, and education.

Goodling Institute has checked the status of family literacy funding since 2017 by contacting state directors of adult education to learn about their efforts to support family literacy (Clymer et. al., 2017, Goodling Institute, 2021). In the most recent survey (2024), 30 of 45 states indicated that they provided some form of family literacy funding. Several state directors reported on reasons for continued funding, such as helping families build community and connect to schools, increasing retention in adult education programs, and helping parents understand the importance of education and reading to their children. (Clymer et. al., 2024).

During this special week, let’s remember how valuable family literacy programs are and thank the practitioners who help families learn together so that all generations benefit and prosper.

For more information about family literacy research and programming see: Goodling Institute for Research in Family Literacy.

References

Anderson, J., Anderson, A., Friedrich, N., & Kim, J. E. (2010). Taking stock of family literacy:
Some contemporary perspectives. Journal of Early Childhood Literacy, 10(1), 33-53.
doi:10.1177/1468798409357387

Clymer, C., Lee, J., McLean, E. L., Prins, E. (2024). Parents’ learning in family literacy: a mixed methods evaluation. Journal of Research in Adult Education, 47, 297-319.
Clymer, C., McLean, E., Peyton, T. (2024). An update on family literacy funding. Presented at the National Center for Families Learning Conference, Louisville, KY.

Clymer, C., Toso, B. W., Grinder, E., & Sauder, R. P. (2017). Changing the course of family literacy. Goodling Institute for Research in Family Literacy.

Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13, 1-22.

Goodling Institute for Research in Family Literacy (2021). Family Literacy in 2021: Infographic, Goodling Institute for Research in Family Literacy, Pennsylvania State University.

Lynch, J., & Prins, E. (2022). Teaching and learning about family literacy and family literacy programs. Routledge.

Sénéchal, M., & LeFevre, J.A. (2002) Parental involvement in the development of children’s reading skill: A five-year longitudinal study. Child Development, 73(2), 445–460.