The document summarizes a classification system for family literacy programs developed by Nickse. The system categorizes programs based on whether they provide direct or indirect services to adults and children. There are four types of programs: 1) those with direct services for both adults and children; 2) those with indirect services for both; 3) those with direct services for adults and indirect for children; and 4) those with indirect services for adults and direct for children. The classification aims to help understand different approaches to family literacy programming.

1. Scoping Study on Models of Family Learning p.13 http://www.lwtt.org.uk/Family%20Learning%20Final%20Report.pdf

2. In her review of practice in the United States, Nickse classified programs according to the type of participant (adult and/or child) and the degree of intervention (direct
or Indirect). The degree of intervention refers to "whether or not the adult and the child are present together for literacy development any or all of the time" (Nickse
1989, 29). "Primary" participants receive direct services, "secondary" participants benefit indirectly.
Type 1: Direct Adults - Direct Children Type 2: Indirect Adults - Indirect Children
This model involves programming for both parents and
pre-school child. Parents attend literacy instruction
Adults (may or may not be parents) and
and may participate in parenting education, vocational children attend together. The goal is the
training, or volunteer in the program or children's promotion of literacy for enjoyment. There is
classroom. "Parent and child together" activities are no sequential curriculum, but rather a series
also a key feature, and may include instruction on how of reading enrichment events, such as
to interact and play with children, as well as how to storytelling, book talks, and library activities.
read to them. Programs use a dual curriculum and Reading pal programs involving adult
direct instruction that is class-based. Children take part volunteers are another example of this type
in a structured early childhood or preschool program. of program.
Type 3: Direct Adults - Indirect Children Type 4: Indirect Adults - Direct Children
Pre-school and school-aged children are the primary recipients
Adults are the main target for this type of program, and
of service in this type of program. Parents may be invited to
children do not participate regularly, if at all. Programs
participate, but usually do not receive literacy instruction for
may include literacy or English language instruction, or
their own needs. (1990a, 53-55)
instruction in reading children's stories or other
behaviors that assist children. The goal is to help adults
become more literate so they may positively influence
their children's literacy development.
Nickse, R. (1993). A typology of family and intergenerational literacy programmes:
implications for evaluation. Viewpoints 15: Family Literacy, London: ALBSU.