ABSTRACT
The term ‘family literacy’ now figures prominently in the discourses of early childhood education, literacy and adult education in several English-speaking countries. It can refer to a focus for research or to a kind of educational programme. This article distinguishes family literacy programmes which combine adult basic education for parents with early literacy education and parental involvement from other kinds of family literacy programmes and terms the former ‘restricted’ programmes. The rhetoric concerning restricted programmes, and relevant research, is examined in relation to five issues: the usage of the term ‘family literacy’; the targeting of restricted programmes for selected families; the accessibility and take-up of such programmes; their educational effects; and their socio-economic effects. Drawing on evidence from Britain and the USA, it is argued that, although rhetoric has sometimes been informed by research, it has also obscured, misinterpreted, ignored and exaggerated research findings. Some implications for policy, practice and research are identified.
