Table of Contents

1. Acknowledgements
2. Abstract
3. PART I - Background
   1. IALS and Literacy Statistics
   2. Literacy Programming in Various Countries
   3. Literacy in Australia
   4. Literacy in Sweden
   5. Literacy in the United Kingdom
   6. Literacy in the United States
   7. Literacy in Canada
   8. Learning and Learning Theories
   9. Multiple Intelligences
   10. Experiential Learning
   11. Social Cognition
   12. Developmental Stages
   13. Andragogy and Pedagogy
   14. Brain-based Learning
   15. Control Theory
   16. Observational Learning
   17. Emancipatory Learning
   18. Transformation Theory
   19. Summary of Principles of Family Literacy Practice
   20. What is Family Literacy?
   21. What do Family Literacy Programs Accomplish?
   22. Types of Family Literacy Programs
   23. Who Participates in a Family Literacy Program?
   24. Why Participate in and Register for a Family Literacy Program?
   25. What is Get Set Learn?
   26. Why do Parents Stay in a Literacy Program?
   27. What are the Best Practices in Family Literacy?
4. PART II – Development of the Program
   1. Laying the Foundation
   2. Objectives and Data from Three Sessions of Get Set Learn!
   3. Project Staff Development and Certification
   4. Project READ Literacy Network Development
   5. Get Set Learn! Development
   6. Literature and Materials Development
   7. Promotion of the Program
   8. Evaluations Developed
5. PART III – Program Impacts 2003 - 2005
   1. Project Unfolding
   2. Impact on Participants
   3. Impact on Caseworkers
   4. Success Factors
   5. Parent and Child Success
   6. Childcare Staff Approval
   7. Host Site Support
   8. Caseworker Referrals
   9. Meeting Objectives
   10. Decreased No Show Rate
   11. Increased Contact Hours
   12. Sustainable Funding
6. PART IV - Conclusions
   1. Recommendations Following the Fall 2003 Session
   2. Recommendations Following the Fall 2004 Session
   3. Recommendations Following the Spring 2005 Session
   4. Lessons Learned
   5. Conclusions
7. References