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enjoyable home activities complementing the in-class teaching. The 108 participants
were assigned to two treatment conditions: Workshop and Control. Pre- and post-test
group comparisons indicate that the workshop program has a positive effect on the
children’s performance in both reading and writing. Children produced
longer texts and used better vocabulary, sentence structure and spelling. This study
provides new data supporting the utility of family literacy programs by
demonstrating their positive effect on writing. This confirms the importance of
connecting reading and writing activities in family literacy at the beginning of
learning and that parents should be invited by the teacher to intervene in these two
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