This research supports the results that were drawn from the For My Child reports in which the parents reported that
Family literacy programs emphasize the "adult" component. They pay particular attention to the parent child learning experiences and interactions that can stimulate the child's development. Ponzetti and Dulin (1997) argue that the researchers in family literacy programs have paid little attention to the rather essential component of parenting skills.
Powell and D'Angelo (2000) and Powell (2004) have created a guide that creates a framework for parenting skills. This guide presents the following strategies:
The research by Lyonnais (2005) cited earlier also concluded that the workshops were beneficial for parents, resulting in increased confidence in their parenting skills.
The majority of parents who participated in the Coalition francophone's research reported that they greatly appreciated the learning opportunities which helped them become better parents. The parents who participated in the Grandir avec mon enfant program model were particularly well served in this regard, since the program is wholly devoted to improving parenting skills.
Because there are few longitudinal studies of family literacy programs, it is useful to include one that evaluated the Albertan program Learning Together from 2001 to 2006. In their research, Phillips et al. (2006) demonstrated that the combined effect of the parents' education and ability to read has an influence on their child's reading ability before school begins. They emphasize the importance of the physical place where shared parent-child activities take place and suggest that the space needs to be large enough that both parents and children can move around without difficulty and parents can work individually with their child. The authors make comments on the quality and number of the planned activities: