Providing an equal opportunity to education: the instrumental role of volunteers as mediators of literacy to children living in residential care

Abstract

Research in literacy acknowledges the role of the family as central to learners' valuing of education and persisting in school and program activities (Epstein, 1992; Stevenson & Baker, 1987). In studies over the past ten years, researchers have pointed to the high levels of literacy that often exist in homes or described the family as educator (Leichter, 1984) especially prior to schooling. Several studies also suggest that children in families where books and other reading material are often available often perform better in school than children in homes where such material is unavailable (Allen & Mason, 1989).