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This mixed-methods study examined caregiver engagement with literacy resources provided by the Governor's Early Literacy Foundation (GELF) in Tennessee. The research was rooted in Epstein et al.'s types of parental involvement, Hoover-Dempsey's parental involvement process model, and Gonzalez et al.'s funds of knowledge framework. The study explored how caregivers utilize GELF resources, which resources they find most or least helpful, and the relationships between caregiver factors (education, income, location, reading habits, self-efficacy) and engagement with literacy resources. Quantitative data were analyzed from GELF surveys and through the Caregiver Parental Engagement Questionnaire (CPEQ) using independent t tests, ANOVA, and simple linear regression. Qualitative data from focus groups, interviews, and open-ended survey responses were analyzed using emerging themes. Key findings included a statistically significant relationship between caregiver self-efficacy and caregiver engagement with literacy resources, but there were no statistically significant relationships found between caregiver education levels, geographical locations, income, or reading habits and caregiver levels of engagement with literacy resources. The CPEQ, focus groups, and interviews revealed qualitative data explaining the importance of intentional reading habits, specialized reading needs, and diverse instructional methods. Caregivers agreed that culturally diverse books helped children connect with experiences outside of their norms, but they also valued more individualized resources focusing on their child's literacy development. The study explored the benefits and challenges taking place in home literacy practices and revealed the need for flexible, individualized approaches for literacy support programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Providing early literacy training for children is a vital part of establishing the foundation for the learning they will do for the rest of their lives, so it is important that we do the right work from the start. Unfortunately, too many children are still reading below grade level by third grade, and instead of reading to learn new materials, they are still trying to learn to read. At Van Buren Elementary School, there are many challenges for students and teachers. The school's Free and Reduced lunch rate is over 86%, the students receiving English to Speakers of Other Languages (ESOL) services is over 50% of the student enrollment, and academically, more than 70% of all students score below the proficient level on the Georgia Milestones ELA Assessment (The Governor's Office of Student Achievement, 2023, n.p.). One way the school has addressed these challenges is by establishing an after-school literacy camp, the Family Reading Night program. This research focused on the participating school staff and parents' perceptions of the benefits and challenges of the Family Reading Night program. Through a qualitative, phenomenographical study, I collected data from all the participants of the Family Reading Night program. I gathered data through focus group discussions with the participating school staff, surveys with the participating parents, and observations of the four sessions of the fall 2023 Family Reading Night program. Overwhelmingly, both the school staff and parent groups found the literacy work to be very beneficial in teaching reading strategies the parents could use at home with their children, building positive relationships built around the literacy work they did together, and providing free resources to families. In contrast, the school staff members identified more challenges than the participating parents did, but when analyzing the school staff responses, I realized that the staff members were discussing challenges for all parents, not just the parents who were able to participate. The main challenges the staff identified included the sustainability of the program, scheduling conflicts, lack of transportation, and the ability to get the Family Reading Night program information to all families. The main challenge identified by parents involved scheduling conflicts with the timing of the Family Reading Night sessions. Twenty-nine percent (4 of 14) of the parents either had to leave work early to get to the program or leave the program a little early to get children to evening ball practices, but these challenges did not prevent them from participating. In fact, fifty percent (7 of 14) of the parents would like to see the program extended if possible. The responses from both the school staff members and the parents reveal the value of an after-school literacy program that provides strategies to help parents strengthen their children's reading skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Over the past two decades, U.S. states have widely adopted early literacy policies. These policies have shown short-term success in enhancing K-3 literacy skills. However, the reasons behind their widespread adoption and the factors driving their success are poorly understood. This three-paper dissertation focuses on Michigan's Read by Grade Three Law, enacted in 2016, to delve into the adoption and implementation of these policies. The Read by Grade Three Law is an informative case study because it is one of the U.S.'s most comprehensive early literacy policies. The first paper employs interviews and policy document analysis to explore the law's adoption and the dissemination of early literacy policies across states, highlighting the significant role of policy entrepreneurs. The second and third papers examine the policy's implementation, specifically its family engagement requirement and districts' methods to identify students with "reading deficiencies." The second paper analyzes data from the Michigan Department of Education and educator surveys spanning 2019-2023, uncovering that only 20% of eligible students receive "Read at Home" family engagement plans. The findings highlight considerable differences among districts and demonstrate how educators' understanding and perceptions are closely linked to the execution of these plans. The third paper uses superintendent survey data and state records from the 2021-22 school year to investigate how districts identify students with "reading deficiencies," making them eligible for supports such as "Read at Home" plans. The results reveal that districts use diverse measures to identify students. These variations are related to significant disparities in identification rates, with implications for which students receive literacy support under the Read by Grade Three Law. Together, these studies illuminate the complexities of policy adoption and implementation, enhancing our understanding of early literacy policies and laying the groundwork for future research on their mechanisms of success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation explores the intricate connections between African Americans, the Black Church, and educational outcomes, with a focus on implications for literacy development. Grounded in Critical Race Theory, the research seeks to unravel the structural complexities that contribute to the academic achievement gap faced by African American students. The theoretical framework guides an investigation into the potential impact of affiliations with the Black Church on academic success, reading skills, and family literacy needs. The study draws on a comprehensive literature review and a culturally relevant literacy intervention aligned with the Black Church. A unique family literacy book club, incorporating culturally relevant Biblical texts, serves as a focal point for exploring its impact on children's attitudes and beliefs towards literacy. Findings suggest that aligning interventions with the Black Church significantly improves academic success, with CRT revealing structural barriers that can be addressed through strategic partnerships. The study contributes to a nuanced understanding of literacy development within the African American community and highlights the transformative potential of collaboration and culturally responsive strategies. Implications for policy, practice and future research are discussed within the framework of CRT, emphasizing the need for systemic change to promote educational equity and justice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to identify malleable practices in the homes of Spanish-speaking toddlers prior to school enrollment. This was achieved by examining daily activities and routines and the role older siblings played in these interactions to obtain a more comprehensive understanding of the home language and literacy environment and practices. Additionally, this study aimed to explore, through the narratives and responses of mothers, the home experiences, beliefs, values, and goals associated with toddlers' development, particularly early language and literacy. This study included four Spanish-speaking families with toddlers, two of which did not have an older sibling residing with them (Case 1) and two of which did (Case 2). This comparative case study employed qualitative and quantitative research methods to document toddlers' daily routines and language and literacy practices in the family environment. These practices and activities were examined using a sociocultural framework and activity theory, which guided the methodology and data analysis. Three primary findings included: 1. Families incorporated a variety of activities and practices, including digital-mediated interactions, to foster their toddler's development; 2. Cultural values and beliefs influenced the routines and events, including formal and informal language and literacy practices; and 3. There were slight differences in the activities and practices involving older siblings that fostered the toddlers' multilingual and biliteracy development. The study contributes to early childhood and speech-language pathology fields' understanding of the home environment and cultural and social influences on family activities and practices of Spanish-speaking families, as well as their early language and literacy practices. According to these findings, understanding a family's routines and practices can provide crucial insight into the malleable resources used by families from diverse cultural and linguistic contexts to support toddlers' development. Using activity settings as the unit of analysis may also provide an ecologically valid method for understanding families' cultural values and beliefs, which influence the integration of these resources and the roles each family member plays in these activities and practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qualitative, single case study of linguistically diverse sixth-grade students to understand how these students explored and experienced their English literacy development (ELD) by using Retrospective Miscue Analysis (RMA) and Collaborative Retrospective Miscue Analysis (CRMA). In addition, the study explored the roles that families and teachers played in readers' ELD. Eight student participants were chosen using purposive sampling to participate in the study. Four teacher participants and five adult family members of the student participants also volunteered to participate in the study. Multiple data were collected using student, family member, and teacher interviews; oral readings, aided and unaided retellings; RMA and CRMA sessions; and classroom observations. Additionally, two student participants participated in an eye movement miscue analysis session and follow-up discussion. The findings revealed how linguistically diverse sixth-grade readers understand their experiences and perceive themselves as diverse readers, their co-construction of knowledge, and their ELD. Findings also illustrated the multiple roles the students' families and teachers play in the development of their ELD. Implications of the study include the benefits of using RMA and CRMA with secondary linguistically diverse readers, the complexities that teachers face in supporting linguistically diverse readers, and the inclusion of families and their home literacy practices in learning spaces. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The development of emergent literacy, a precursor to formal reading, has been linked to subsequent conventional literacy skills in Chinese children. The factors important for acquiring Chinese reading skills, such as phonological and morphological awareness, have primarily been studied in primary school children rather than preschoolers. The complete picture of factors contributing to early reading skills in Mandarin-speaking Chinese preschool children remains unclear. Objectives: The aim of this study was to explore emergent literacy and early reading skills in preschool and early school-aged children and investigate the connections between them to address gaps in existing literature. Methodology: A cross-sectional design was used to collect data from a sample of 66 children, including 35 in their second year of kindergarten and 31 first-grade children. Assessments were conducted on phonological awareness (syllable deletion), morphological awareness (lexical compounding, homophone judgment, and homophone generation), orthographic awareness (character judgment), vocabulary, and rapid automatized naming (RAN) of numbers. Reading outcomes were measured by character naming and word recognition. Results: The MANOVA findings showed a significant grade group effect on all measures, except for RAN accuracy. Specifically, first-grade children outperformed second-year kindergarten children in syllable deletion, lexical compounding, homophone generation, homophone judgment, character judgment, and vocabulary. Additionally, first-grade children named numbers faster than kindergarten children in RAN. The correlation and regression analyses suggest that advanced emergent literacy skills in children improve word reading, but the associations between emergent literacy and reading vary by grade level. Syllable deletion and lexical compounding are particularly important for kindergarten children at the initial stage of learning to read, while character judgment plays a prominent role in the reading development of primary school children. Homophone judgment develops early and expands progressively as children gain reading experience during their primary school years. The significance of homophone generation is minimal at preschool and early school ages. RAN response time may provide more informative insights than RAN accuracy, and the link between RAN and reading skills appears to weaken once children begin schooling. Additionally, maternal education level was a significant co-variate associated with character naming in preschool children. Implications: Findings carry implications for Chinese educators and parents. Incorporating metalinguistic awareness into classroom instruction can support children's early reading development. Moreover, parents are encouraged to foster a literacy-rich home environment through experiences like interactive reading and character recognition, especially for preschool children without formal literacy instructions. Further longitudinal research is recommended to predict early reading skills in a larger sample of Mandarin-speaking preschoolers and establish age-specific educational goals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The aim of this qualitative study was to examine home literacy environment (HLE) and how this environment affects the way parental responded to their children's oral miscues during shared reading. In addition, parental behavior-specifically corrective feedback as it relates to children's perceptions of reading in terms of their reading attitudes were examined as a part of this study. The participants in this study were five second grade families from Queens, NY attending a private elementary school during the Spring of 2021. The data of this study were collected through semi structured child and parent interviews, demographic information forms, the Home Observation for Measurement of the Environment (HOME) and the Shared Reading Survey. The findings from this study indicated significant factors that affect home literacy environment such as parent beliefs, SES, amount of literacy activities and reading materials that parents provide for their children. In addition, the study provided new insight relating to parental feedback to children oral miscues demonstrating both positive and negative impact on their child's attitude toward shared reading. The implications of this study provide a rich descriptive picture of as well as give further insight of how home literacy environments are structured and can provide successful literacy experiences for both parent and child. Furthermore, the study highlights the need for at home interventions created by educators to promote parental involvement and shared reading at home. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In the United States, adult education for emergent multilingual language learners (EMLL) is governed by the American Education and Family Literacy Act (AEFLA). The AEFLA defines literacy as an individual's ability to read, write, and speak in "English." This definition erases the multilingual and multicultural assets that adult EMLLs bring to the classroom (and to society). Furthermore, adult education curricula are designed to prepare adult EMLLs for high school equivalency, postsecondary education, and employment; rarely, if ever does curricula address adult EMLLs as whole people by including the arts, linguistic and cultural pluralism, and global citizenship. To address this problem, I employed an instrumental case study design (Stake, 1995) to explore how adult EMLLs responded to a summer book club that sought to honor their transnational assets and wisdom. To do this, the book club used diverse children's and adolescent literature and incorporated translanguaging pedagogy (Garcia & Wei, 2014) into the literature circle model (Daniels, 2002) as an instructional strategy for promoting critical dialogue (Freire, 2018) among participants. The curriculum objectives for this book club were based on CASAS literary analysis standards that are rarely, if ever, used in adult education classes designed for EMLLs. The critical multilingual literacies framework (Espana & Herrera, 2020) was used alongside critical discourse analysis (Fairclough, 2013) and critical narrative analysis (Souto-Manning, 2014) to juxtapose participants' experiences with English-only ideologies that are prevalent in the US. The findings revealed that adult EMLLs responded positively to a multilingual classroom ecology that promoted translanguaging for meaning making. Participants selected reading materials based on the modality in which they attended the book club, cultural and linguistic relevance, and potential for informal family literacy practices. Even though this book club was designed to be transformative and liberatory, participants reported experiencing both the raciolinguistic chronotopes of anxiety and resistance (Flores et al., 2018). Overall, participants felt that the multilingual ecology of the book club promoted a safe and enjoyable learning environment. Therefore, I argue for an (un)patterning of adult education for EMLLs that defines literacy more broadly than "English" literacy and sets transmigrant and global citizenship goals rather than "American" citizenship goals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In March of 2020, the World Health Organization declared COVID-19 a pandemic, drastically changing teaching and learning. Children were immediately placed in emergency remote learning, and parents became facilitators of their children's learning while children were in their virtual learning space. This study explored families' experiences with literacy development for children in second to third grade during the Coronavirus pandemic to learn how changing school experiences influenced family functioning around in-school and out-of-school literacy engagement activities. The study addressed these research questions: How did families support their children's changing and evolving school experiences during the Coronavirus pandemic? (a) In what ways did parents scaffold their children's literacy engagement and learning in the home during online learning? (b) In what ways did families engage in activities and bridge literacy inside and outside of the school environment? (c) What practices supported family resilience as they engaged in literacy activities during the pandemic? Drawing upon the Family Resilience Model (Walsh, 1998) and the Ecological Systems Theory (Bronfenbrenner, 1977), a multiple-case study involving four families was conducted. A priori coding for inductive and deductive category development was used to analyze interviews, observations, and artifacts. Study findings revealed that families continued engaging in literacy practices according to family routines, perceived needs, and school requirements during the virtual learning context and in out-of-school engagements. Further, the findings show that some lines between in and out-of-school literacy practices were blurred due to the context of learning during the pandemic (virtual/remote learning). In contrast, in some areas, family out-of-school practices remained distinct from in-school practices. Study findings offer new knowledge of family engagement practices involving in-school and out-of-school literacy practices during the pandemic, which have important implications for teachers and parents. Out-of-school contexts play an important role in children's literacy development because, in these contexts, children engage in out-of-school practices that build transferable skills to their in-school contexts. Through technology, parents support and bridge their children's out-of-school engagements with in-school practices that enhance literacy development. These findings provide valuable insights into how educators can bridge in and out-of-school literacy, particularly regarding online learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Learning to read is an important milestone in children's development. Factors in the home environment is been linked to the behavioral and neural correlates of reading, but further work is needed to unpack the underlying mechanisms. The home literacy environment (HLE) plays a role in children's reading and language development, while parental socioeconomic status (SES) has been linked to children's reading outcomes and executive functions. Because these factors capture different variables in the home environment, they likely influence children's reading development in unique ways. The HLE and parental SES were found to commonly associate with children's word recognition and reading outcomes through the underlying (right) occipital-temporal cortex. Uniquely from parental SES, the HLE was associated with children's oral language abilities and the underlying temporal-parietal regions, which were in turn related to reading outcomes. Uniquely from the HLE, parental SES was related to children's executive functions and the underlying prefrontal and superior parietal areas, which were ultimately associated with reading outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qualitative case study examined urban teachers' perceptions and experiences of family literacy practices and partnerships in urban schools, homes, and communities during remote learning. Research shows that collaboration among schools, families, and communities can help improve overall educational outcomes and literacy development of children from linguistic and low socioeconomic backgrounds (Curry et al., 2016; Henderson & Mapp, 2002; Taylor, 1989). However, there is limited research on family literacy practices and partnerships in urban settings during remote learning. Therefore, this research explores family literacy practices and partnerships between schools, families, and communities in urban environments to help improve students' literacy development and overall educational outcomes during remote learning. In addition, this study will provide greater insight to current and future students, families, teachers, administrators, and community members, on developing ways to overcome barriers when engaging in family literacy practices and partnerships during remote learning. Using Denny Taylor's Family Literacy Theory, Bronfenbrenner's Ecological Theory, Epstein's Overlapping Spheres of Influence Model, and Epstein's Framework of Six Types of Parental Involvement support the current analysis because they focus on the socio-cultural aspect of supporting students' development. Eight teachers from the K-3 grade levels who taught literacy instruction remotely in an urban school district in the southeastern United States during the COVID-19 pandemic participated in this study. Data were collected using structured interviews, lesson plans, and video recordings of participants teaching literacy during remote learning. The researcher implemented a thematic data analysis to analyze participants' interviews. The findings of this study were presented in the following four themes: (1) parents' role in literacy learning, (2) partnerships through parental involvement, (3) value of home-school collaboration, and (4) barriers of home-school partnerships. The researcher reviewed lesson plans and video recordings of the teacher participants implementing remote learning. Suggested implications of this study are: a) school districts and school administrators should train and support urban teachers and families to develop effective family literacy practices when students are not doing face-to-face learning; b) teacher preparations program should prepare teachers with the knowledge and resources to implement culturally responsive practices so teachers can support students from different social, cultural, and linguistic backgrounds; c) teachers should recognize that racism and inequalities are still present in school, and implement practices and partnerships to ensure social justice for all students and families. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Somalia has a long and rich oral literacy tradition of poetry, proverbs, and songs, while Somalia's print literacy history has been significantly disrupted by colonization and then the Somali Civil War. Many Somalis have fled the country since the start of the civil war in 1991, and an estimated 10,000 Somalis have made a new home in Maine. When Somali citizens relocated to Maine, they were exposed to Maine's Raising Readers children's book distribution program. Raising Readers distributes high-quality, age-appropriate, English-language children's books during pediatric well-child visits to foster family literacy interactions and children's emergent literacy skills. This study explores how the experience of Raising Readers book distribution fits within Somali New Mainer families' literacy practices by utilizing in-depth dialogic interviewing techniques with four parents. Through semi-structured interviews, their families' literacy practices and experiences receiving children's books are discussed. Exploratory findings emerging from this study include appreciation for the Raising Readers program, and extensive print-based family literacy practices within the homes of participating parents even though the participating parents had not engaged with children's books or shared reading activities in their homes when they were children. In addition to print-based activities of shared book reading, homework help, and Qur'anic learning, parents relayed many oral literacy practices. First and foremost, storytelling is a beloved practice amongst all generations of participating parents' family members; in addition, some poetry and song practices emerged. Of note is that Somali language loss is occurring for some of the participating families' children. Implications stemming from these findings include insights for medical practitioners, Raising Readers administrators, teachers, and parents. Ultimately, while participating parents shared constructive feedback to make book distribution even more impactful for newcomer families, their overarching perception of Raising Readers is one of gratitude for the program that reinforces participating parents' literacy goals for their children and illustrates that "Reading is everywhere." [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Culturally Relevant Pedagogical (CRP; Ladson-Billings, 1995) and textual strategic approaches to reading development are gaining acceptance and broader usage among students of all ages and walks of life. With this shift, quantitative measures of efficacy can confirm, bolster, and source new policies and strategies for implementation in new and existing learning frontiers that engage at-home reading and family literacy practices. To this end, the Reading Builds Empathy literacy study seeks to develop and pilot a new instrument to be used in future intervention studies. Focusing on the active ingredient of culturally relevant pedagogy, empathy, and its three dimensions (affective, cognitive, and ethnocultural empathy) this instrument adapts proven methods for assessing early readers aged 6-8 on affective learning measures, namely Marinak's (2015) Me and My Reading Profile, to construct a new tool to help reading researchers, educators, and families better measure and understand the power of early readers' engagement with picture books. Outcomes from this study offered suggestions for future interventions to advance the use of picture books, development and use of empathy in a CRP context, for students' reading and writing development, academic success, and lifelong learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The United States has a long history of attempting to intervene or fix how families practice literacy together, with much less emphasis on honoring or understanding how families support literacy learning at home. This qualitative study employed a multiple-case design that examined teachers' and caregivers' efforts to bridge home and school literacies as they simultaneously engaged in an after-school family literacy program. Data were collected across a six-week family literacy project, "Families Read," including classroom observations, "Families Read" meeting observations, and interviews with teachers and caregivers. Through a cross-case analysis the following key findings emerged: 1) teachers who participated in "Families Read" demonstrated broadened understandings of home literacy, 2) teachers' connections to home literacy in their classroom were limited by the prescribed curriculum, 3) teacher/caregiver dyads developed stronger and improved communication and relationships, 4) caregivers who participated in "Families Read" described an increased willingness and comfort to participate in the classroom and at the school, and 5) caregivers described changes in the texts they read at home which included more informational books. Implications for practice, policy and research highlight strategies for teachers, schools, policymakers and researchers that support a two-way vision for connecting home and school literacies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this convergent parallel mixed method research design was to investigate family literacy activities reported by parents of Head Start children. In addition, the study explored the use of Family Literacy Book Bags by involving parents in shared reading and home-based literacy activities. Parents of Head Start children at a center in North Texas were invited to participate through distribution of a flyer. Fifteen parents signed consent forms and completed the Family Background form and the "Survey of Family Literacy Activities." Participants chose a Family Literacy Book Bag that contained an age appropriate children's book in English and Spanish, instructions and materials for a literacy activity, and a Parent Reflection form. Focus group sessions were scheduled for the following week. Twelve parents discussed their perceptions of the Family Literacy Book Bags in one of three focus group sessions. The quantitative data were collected from the Family Background surveys and the "Surveys of Family Literacy Activities." The qualitative data were collected from the Parent Reflection forms and the focus group sessions. The quantitative data were interpreted using a descriptive research design and the qualitative data were interpreted using a case study research design. Head Start parents reported high levels of participation with children in reading activities, language awareness activities, responses to print, interest in letters, and writing activities. Qualitative results indicated that parents appreciated the books and activities, learned about their children's interests, and promoted literacy strategies at home. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Public schools teachers in the U.S. strive to reach the needs of all students in the elementary classroom. However, teachers are increasingly expected to follow standardized curriculum. Culturally Sustaining Pedagogy (Paris, 2012) pushes toward individualized educational practices and against the assimilationism embedded in standardization. This study considers the ways in which nine women-identified teachers, one Black, two Latina, six white, who teach elementary school in a Midwestern university town, experience, discuss, and implement Culturally Sustaining Pedagogy in a professional development course, specifically through the lens of the following question: In a course on culturally sustaining pedagogy, how do teachers experience race, culture, families, and family literacies? Grounded in empirical research that considers teaching and learning through a sociocultural lens, and in the theoretical scholarship of Critical Discourse Analysis and Critical Pedagogy, the purpose of this qualitative, narrative inquiry is to describe teachers' learning and responses to culturally sustaining pedagogical practices in order to understand this process and its implementation. Data for this qualitative inquiry were gathered over five months in a professional development course setting using the qualitative methods of observations, interviews, audio recordings, photographs, detailed field notes, and participant self-reflections. The data collected was analyzed through descriptive coding (Miles, Huberman, & Saldana, 2014), narrative analysis (Schaafsma & Vinz, 2011), and Critical Discourse Analysis (Fairclough, 2015; Gee, 2014). Results from the study suggest that engagement in culturally sustaining practices is constrained by the standardizations of school, in addition to the discomfort and lack of knowledge of some teachers when talking about race and power in the elementary classroom. Findings also suggest that teachers' explicit engagement with research and discussions regarding these constraints led to new culturally sustaining practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Previous research examining the reading achievement of immigrant children has often grouped English learners into one broad category, referred to as ELs, thereby creating an "either-or" dichotomy regarding whether or not these students need school language supports. The present study examined the theoretical contention regarding the "heterogeneity" existing among language minority children's reading achievement growth spanning from kindergarten through grade eight utilizing a nationally representative longitudinal dataset, the Early Childhood Longitudinal Study--Kindergarten, 1999-2008. The goal of the study was threefold: (1) to identify the model of best utility in describing the longitudinal reading growth trends across children with diverse linguistic backgrounds [i.e., English Monolinguals, English Bilinguals, Mixed Bilinguals, and LEP (Limited English Proficient)]; (2) to examine the mechanisms underlying language minority students' reading development vis-a-vis their English monolingual counterparts with respect to family socioeconomic status, home literacy practices, classroom literacy instruction and ESL programs; and (3) to investigate the indirect role of school contexts and processes on student reading growth through mediating latent reading profile groups using growth mixture modeling (GMM). The research sought to advance the study of language minority students' reading growth in at least two ways: first, it further unpacked language minority status by providing a closer examination of children's home language use by utilizing a "known groups" analytic approach--multiple-group latent curve analysis--to identify the different reading growth profiles due to language background; second, it then cross-validated these findings using an "emergent groups" approach--GMM. Several results were noteworthy. First, convergent with prior research, language minority students shared qualitatively similar reading growth trajectories with their English monolingual counterparts comprising three distinct growth periods. LEP students, however, considerably lagged behind the other language background groups during each growth period. Second, the family SES-home literacy practices mechanism was most salient during kindergarten, and particularly for children with predominant English backgrounds, a finding divergent from prior research noting its salience across all demographics. Third, literacy instruction focused on phonics were found to benefit students with lower initial reading abilities (LEPs); however, no such benefits were discerned for bilingual students. Fourth, effects of ESL/bilingual programs (i.e., time allocated, in-class and pullout programs, and classroom aides) were mixed across the language background groups. Finally, the GMM analyses identified three latent reading profile groups, with EL students overrepresented in the low-achieving profile group. Students in this group were characterized as attending schools with lower reported involvement in school academic improvement processes, higher proportions of LEP students, and limited resources available for EL students. Limitations and concluding thoughts for future research are also discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study sought to determine whether a book provision intervention delivered to low-income mothers participating in the Nurse-Family Partnership had an effect on family shared book reading patterns and family attitudes toward shared book reading. The 25 participants in this study were low-income, first-time mothers, aged 18-25 with infants, newborn to 12 months of age at recruitment (13 male, 12 female, M = 6.7 months of age) currently participating in one of three Nurse-Family partnerships in Washington State. A pretest-posttest experimental design with random assignment was conducted. A mixed factorial analysis of variance found that the book provision intervention had no significant effect on shared book reading patterns as measured by StimQ2 Infant READ pretest/posttest composite scores. A binary logistic regression, however, found that the presence of the book provision did make a unique statistically significant contribution to the model, recording an odds ratio of 7.4, suggesting the odds of a person reporting a positive Child Centered Literacy Orientation was 7.4 times higher for someone who received the book provision intervention than for someone who did not receive the intervention, with all other factors being equal. The finding that the presence of a book provision intervention did have an effect on family attitudes toward shared book reading with this population is hopeful. Interventions that involve book provision have increased family literacy and shared book reading behavior in high-risk populations and have led to increases in children's oral language development. The provision of literacy interventions to low-income groups is a positive step toward closing the literacy achievement gap. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Seemingly small reading delays in early childhood have the potential to compound into more considerable reading difficulties later in childhood (Bast & Reitsma, 1998; Foster & Miller, 2007). Children growing up in at-risk households are especially vulnerable to falling behind in reading. The objective of this study was to explore the successive interactions and indirect effects of environmental and within child variables that influence reading outcomes for at-risk children. The work was informed by Bronfenbrenner's bioecological model (Bronfenbrenner & Ceci, 1994), prevailing models of children's reading development (National Reading Council, 2000), and mediational theories on the effects of poverty (Yeung, Linver, & Brooks-Gunn, 2002). This study examined the associations between income, the early home environment (home literacy and maternal depression), sustained attention, genetic susceptibility, and children's reading outcomes in kindergarten and third-grade. Data were drawn from a nationally representative dataset of at-risk families and children, the Fragile Families and Child Wellbeing Study (FFCWS). The primary analysis techniques were latent variable structural equation modeling (SEM) that examined the mediated and moderated pathways between environmental and within child variables. The final study sample consisted of approximately 2,062 children and their primary caregivers, mostly mothers. Several direct associations were significant. Results indicated that households with more income had children with better reading scores in kindergarten, but not in third grade. Children's early sustained attention predicted their kindergarten and third-grade reading scores. Mothers' endorsements of depression did not predict their children's reading in kindergarten or third grade. Homes with more home literacy had children with higher reading scores in kindergarten, but the direct effects of the early home literacy environment did not persist until third grade. Analyses only supported the indirect path through the home literacy environment. More specifically, homes with more income had more enriched home literacy environments, and children exposed to better home literacy environments had better reading outcomes in kindergarten and third grade. Moderation analyses did not support the hypothesis that DRD4 long allele would differentiate the associations between income, home literacy environment, and children's third-grade reading outcomes. Post- hoc analyses were conducted using two group SEM comparison testing. A unique and novel significant moderation effect was identified, where the DRD4 long allele moderated the direct association between the early home literacy environment and children's kindergarten letter-word reading. The findings provide support for the importance of the home environment during the early developmental period and the genetic susceptibility of children with the DRD4 long allele during kindergarten. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

A study examined the past home environment (prior to kindergarten entrance) of 26 students currently in grade 2. Subjects were selected from the population of second graders who participated in the district-wide First Grade Reading/Language Arts Assessment Test when they were in the first grade in an elementary school in central New Jersey. Parents of these middle- to upper-middle class students answered questions concerning the literacy environment at home and their involvement in their child's literacy development prior to his/her entrance into kindergarten. The 2 indices, made up of 50 Likert items, were compared statistically to determine whether or not a relationship exists between the home literacy environment and the frequency of occurrence of literacy interactions. Results indicated that a significant correlation exists between the two measures. Related research and a sample parent questionnaire are appended. Contains 26 references. (Author/CR)

A practicum was designed to increase participation of families in home-school literacy activities. The school was located in a suburban village in the northeastern United States. Data indicated that many families of first- and second-grade minority students who were bused to the school for integration purposes were not participating in home-school activities. A target list of families was established and a comprehensive solution strategy to increase family participation was implemented. The solution strategy consisted of: (1) parent workshops to help families understand how they can be involved; (2) staff development to support parent involvement efforts; and (3) individual meetings with families to develop individual plans for family literacy. The program was coordinated by the school psychologist. Positive outcomes included substantial gains in the participation of minority and non-neighborhood families as well as increased family participation in academic activities (e.g. homework completion and projects). Family participation in other activities (e.g., parent workshops and PTA activities) remained low. Positive outcomes are interpreted as being more a result of the dynamic interactions that developed between home and school than in the specific activities. A combination of leadership and personal attention to teachers and families created a momentum for action which led to improved communication and increased family participation. (Contains 37 references. Appendixes present teacher interview questions, a blank individual family plan for literacy, three notices of parent workshops, outlines and objectives of parent workshops, and tips for parents who want to help their children become readers. (RS)

The improvement of reading comprehension skills in a target group of at-risk students in the second grade of a North Florida school was achieved through the implementation strategies of parental involvement and collaborative learning. At-home parent-child literacy interactions increased and parents became active role models in a Parent as Readers In School Program. Students engaged in collaborative listening, speaking, writing, reading and thinking activities. Positive cognitive growth was indicated by data comparison of two pre- and posttests: the Hunter-Grundin Reading for Meaning Test, Level Two, and the comprehension skills sub-tests in the unit tests of the county adopted basal reading series. Data provided by parent surveys and the tabulation of weekly at-home reading time sheets indicated a substantial improvement in parent-child literacy interactions. The strategies, methods, and results were shared with the faculty of the target school and local community educators via a workshop. (Eleven figures of data are included; 23 references, survey instruments, self-esteem measures, a reading time sheet, and letters to parents are attached.) (Author/RS)

Designed to increase awareness of family literacy programs, this project report deals with definitions of literacy, the research base, typology of family and intergenerational literacy programs, and evaluation of these programs. The report is designed to be a resource for teachers/practitioners and administrators/funders of family literacy programs. It includes: (1) a review of the literature on family literacy; (2) a directory of available adult curriculum materials suited to family and intergenerational literacy programs; (3) formative evaluation forms for use by teachers and adult students in family and intergenerational literacy programs; (4) materials designed to be used in presentations at conferences and workshops to increase understanding of family and intergenerational literacy programs and to promote programs; and (5) evaluation forms for curricula, evaluation forms for adult students, and presentation materials. Five tables illustrating various typologies of family literacy programs are included. Contains 59 references. (Author/RS)

A practicum was designed to provide kindergarten students from low socioeconomic families with successful home literacy experiences in preparation for early school success. Parent/child literacy training workshops were designed and conducted to increase the awareness and frequency of home literacy activities. Providing regular reading aloud sessions at home and the modeling of adult literacy behaviors by parents were a major focus of the training provided. Eight solution strategies were developed to train and provide low income parents with the knowledge and materials necessary to increase the home literacy experiences of their children. Analysis of the data revealed that parents increased their frequency of reading aloud to their children during an 8-week period, increased the frequency of adult modeling behaviors, and increased their awareness of the importance of reading aloud to their children. (Two tables of data are included; 31 references and 3 appendixes--containing the family literacy survey, survey evaluation, and kindergarten/parent journal samples--are attached.) (Author/SR)

The purpose of this concurrent, mixed-methods study was to investigate the implementation of the non-presumptuous literacy bag program as a critical component of increasing parental involvement in rural Appalachia schools related to student literacy achievement. The program was designed to increase parental involvement in book readings and related activities. The intent of the program was to encourage parents to become actively involved in their children's literacy and to assist children to develop stronger literacy skills. In an effort to better understand parental involvement in a rural Appalachian community, I conducted a pre-program, parental involvement questionnaire in order to gain a greater insight into their own perception of parental involvement. During the implementation of the Family Literacy Bag program, weekly surveys were collected in the form of quantitative data from parents and the teacher who participated in the research study. After the program was concluded, post-program interviews with parent participants occurred to gain a better understanding of their perceptions on how the Family Literacy Bags impacted their parental involvement at home. Overarching themes emerged from the pre-program, parental involvement questionnaires and the post-program parent interviews. The themes included; (a) parental involvement is contingent on the parents' enjoyment about their schools and communities, (b) parents' involvement suggested that schools be conscientious of scheduling of events and time, and (c) parents provided ideas for schools to increase attendance at parental involvement events. Additional sub-themes included the following: school leaders need to be conscientious of event times in order to coordinate with surrounding schools to plan activities, schools need to offer different event times so that working parents can attend, and schools could offer door prizes and food to help working families. Analysis of the post-program data suggested three key themes. These themes included (a) enjoyment levels of the Family Literacy bags were contingent on activities, (b) reading strategies that were provided in the Family Literacy Bags assisted parents in their children's reading, and (c) parents felt comfortable using the Family Literacy Bag, but constricted due to the amount of time needed to complete. Subthemes included the following: weekly bags caused fatigue with parents and students, and since the Family Literacy bags were separate from curriculum, families did not see the bags as important. The weekly parent and teacher surveys provided support for the original research questions I presented. Quantitative data collection occurred through weekly parent and weekly teacher surveys. The parent and teacher surveys sought to provide answers to the following research questions: Does a passive program such as a Literacy Bag Lending Library promote a connection between schools and home? Does an intrinsically motivated parental participation program provide parents self-efficacy in helping their children succeed in school? Would a supplementary program including reading strategies intrinsically motivate parents to assist in children's reading education? Lastly, do school stakeholders see the literacy bag program as a worthwhile tool to increase students' academic confidence and parental involvement? A descriptive analysis evidenced that the majority of respondents felt that the Family Literacy Bags provided a connection between home and school whereas students were encourage to participate in the reading activities with their parents. Family Literacy Bags intrinsically motivated parental participation due to the excitement that their children had for the Family Literacy Bags. The Family Literacy Bags provided parents with weekly reading skills and guides to assist them while working with their children. The descriptive analysis evidenced that reading guides proved to be very helpful to parents. Teacher's thought the Family Literacy Bags were "somewhat effective" as a worthwhile tool to increase students' academic confidence and parental involvement. Parents suggested the literacy bags were an effective, worthwhile tool to increase students' academic confidence and parental involvement. Implications are also included in Chapter 5 giving school leaders ideas to increase involvement from parents and what contributes to their parental involvement in the home and at school, as well as implications for future research related to this study topic. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this dissertation is to contextualize the measurement of the HLE for Spanish-speaking Latino families. This goal will be accomplished by using a series of HLE items to characterize the potential heterogeneity in the HLE of Spanish-speaking families as well as to examine differences in the HLE based on caregiver's language proficiency, income, and education level. This dissertation also examines the predictive ability of class membership on a set of Grade 2 and Grade 3 reading outcomes controlling for caregiver's language proficiency, income, and education level. The specific aims are: (1) to characterize distinct classes of the home literacy environment of Spanish-speaking Latino households for a sample of children from Kindergarten to Grade 2; (2) to examine the potential differential item functioning (DIF) of caregiver's English proficiency, caregiver's income, and caregiver's education on each of the individual HLE indicators; (3) to assess the predictive ability of caregiver's English proficiency, caregiver's income, and caregiver's education on class membership; (4) to examine the predictive ability of the resulting HLE classes for selected child-level reading outcomes; and (5) to describe evidence of stability or change in the HLE profiles across the first three years of formal schooling (i.e., Kindergarten to Grade 2). Methodologically, this dissertation focuses on the application of Latent Class Analysis (LCA) as well as a new methodology proposed to assess differential item functioning and measurement invariance within the LCA framework. Two different data sets were used for analysis: the Early Childhood Longitudinal Study -- 2011 cohort (ECLS-K: 2011), and the dual language learner (DLL) sample of the Language and Reading Research Consortium (LARRC) study. From the ECLS-K: 2011, HLE data from children in Kindergarten, Grade 1 and Grade 2 were used. A total of 6 HLE items were considered for the ECLS-K, two of them asked about Spanish home literacy practices. For LARRC, a total of 8 HLE items were considered. Reading-related outcomes were utilized to test for mean differences in these outcomes based on the different latent classes. SPSS v.24 and M"plus" 7.4 were used for analysis. Findings of this dissertation point at the heterogeneity in the HLE of Spanish-speaking Latino families. Using the ECLS-K: 2011 data, findings revealed different levels of HLE supports (low, moderate, and high). Three latent classes characterized Kindergarten and four latent classes characterized Grade 2. For the DLL-LARRC data, evidence of two latent classes (low- and moderate-HLE supports) was found. Covariates predicted class membership in different and interesting ways that helped further characterize the HLE classes. For the most part, there were no significant differences in the various class means of the reading-related outcomes. Across time, there appears to be some mobility of families going from a low to a higher HLE support. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this mixed-methods study was to examine the influences of family literacy workshops on family involvement, families' self-efficacy, and their perception of their children's reading performance. The participants were families of students receiving Title 1 reading service in grade 2, 3 and 4. The research questions for this study were: Do family literacy workshops influence the way families engage with their children's reading at home? Does families' participation in family literacy workshops influence their perception of their children's reading performance? Does families' participation in family literacy workshops influence their perception of their children's reading performance? This mixed-methods study gathered data using both quantitative and qualitative methods to enhance the interpretation of the data. The pre- and post- workshop surveys and workshop exit surveys were collected. A series of four workshops that focused on fluency and comprehension strategies was presented as a part of this study. Observations from the workshops and case study interviews were collected. The researcher used semi-structured interview questions to determine the influence of family literacy workshops on family engagement in their children's reading at home, their self-efficacy in ability to help their children's reading, and their perception of their children's reading performance. The integrated analysis of quantitative and qualitative data revealed three major findings: 1) participants expressed the need to partner with teachers to support successful learning experiences for their children; 2) participants described improved involvement with their children in reading support when using resources and strategies from the literacy workshops; and 3) participants perceived improved reading skills in their children after using resources and strategies from the literacy workshops. The results of this study demonstrate that a targeted, parent-focused literacy program can be effective in promoting parents' sense of confidence and competency in support of their children's reading at home. Further research is necessary to understand the connection between parents' participation in family literacy programs and children's reading skills and academic achievement. We also must strive to understand how these programs intersect with existing cultural practices, the home learning environment, and the larger community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation portfolio is comprised of three first-authored pieces of writing that investigate the oral language and emergent literacy development of Spanish-speaking children with specific language impairment (SLI). Each piece features a unique but complementary aim. The first study investigates group differences on a battery of emergent literacy skills between 15 preschool-aged children with SLI in Mexico and a control group of 15 typically developing children matched for age and socio-economic status. The second study explores aspects of the home literacy environment, including parents' explicit teaching of literacy and children's print interest, which may explain some of the variance in children's emergent literacy ability that was observed in the previous study. The third piece of writing is a grant proposal that describes a parent-child book reading intervention seeking to improve children's emergent literacy skills. Collectively, the studies provide a normative reference for the early literacy development of children with SLI in Spanish. Results showed that, as a group, children with SLI performed significantly worse than their peers on tasks of print knowledge and phonological awareness. Although no significant group differences were uncovered on classic home literacy variables, an interaction was observed between children's language ability and their print interest, with implications for print knowledge. Implications for a Spanish language intervention that addresses these findings--both with respect to their emergent literacy skills, as well as their home literacy environment--are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to understand the reasons, as perceived by elementary school teachers at the target Title I school, for low student achievement in reading. The conceptual framework that guided this study was the ecological theory that postulates that students' academic achievement is influenced by several subsystems that affect human growth and development: microsystems, mesosystems, exosystems, macrosystems, and chronosystems. Four research questions guided this study. The questions investigated teachers' perceptions of how effective classroom practices, differentiated instruction, professional development, and parental involvement influence student achievement in reading. Participants included 9 elementary school ELA teachers. Data collection included audiotaped interviews, classroom observations, and the examination of teacher lesson plans. Data were manually coded and organized into 7 themes. The themes were: back to basics, reading practice, classroom environment, meeting students' needs, professional development, communication, and home environment. The data indicated that the teacher participants believed that there is a need for increased parental involvement in reading. Parental involvement and the home environment were listed as two of the most important factors in student achievement in reading. Based on the research findings, a 3-day teacher facilitated family literacy program was developed. The goal of the program is to equip parents with resources and strategies to facilitate the reading achievement of their children at home. Increased parental involvement has the potential to positively affect student achievement in reading, which can bring about positive social change for families and teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation study explores the perceptions of principals as literacy leaders and the enactment of these perceptions in high-need elementary schools. Literacy leadership, as perceived by principals, was analyzed based on interview data from six participants. Individual cases were studied for the unique characterizations each participant brought to the construct of literacy leadership through their own lived experience. Cross-case analysis was conducted in order to draw out themes among participants. Conclusions suggest that there are commonalities among principals' perceptions and enactments as literacy leaders in high-need elementary schools. Participants focused on: adoption of literacy programs and curricular fidelity; data use for reflective practice; building cultures of high expectations; distributed leadership models for improved literacy instruction; and professional development to support language arts instruction. Particular aspects of literacy leadership, such as literacy engagement and family-literacy school connections, were not as great a focus in participant interviews. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation examines literacy volunteer preparation historically and comparatively for two contemporary case study organizations: one that coordinated a university service learning/study abroad program and one that ran a family literacy program. The author reviews major contributions literacy studies has made to literacy theory and practice and identifies gaps in literacy studies' influence and relevance towards literacy organizations. This study argues that volunteer preparation can be a site for literacy researchers and organizations to put their insights and expertises into practice by training volunteers using historical contexts as the basis for volunteers' critical reflective practice. The study also highlights historical and pedagogical differences between preparing expert versus non-expert volunteers. In the two case study organizations, the Working With Project for Haiti (WWPH) trained non-expert college students to utilize a critical "process of engagement" to work collaboratively in Haiti. The author refers to this pedagogical goal as "competence" for non-expert student volunteers' engagement in Haitian communities. Early Reading's Family Literacy Program trained expert volunteers with backgrounds in teaching and child development to deliver their family literacy training in a Southern U.S. city and state that had multiple other literacy initiatives. This pedagogical goal the author calls training expert volunteers for "consistency." Based on the study's findings from case study data collection and historical research, the author proposes that greater collaboration between literacy research and practitioners could occur through volunteer preparation that: attends to histories of literacy campaigns, recognizes the differences between expert and non-expert volunteers, understands that literacy organization goals serve different purposes (which researchers and practitioners should specify), and identifies the major processes in which the organization engages because these processes can be the site of critical reflection. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

As children increasingly use digital technologies in interactions with their parents (Marsh, 2003, 2004, 2011; Robinson & Turnbull, 2005), such possibilities create new ways in which literacy is practiced (Barton, Hamilton, & Ivanic, 2000; Jewitt, 2008; Street, 1998). Yet, what the literacy field knows about interactions between children and parents comes mostly from studies on traditional print (Caspe, 2009; Halliday, 1975; Heath, 1983). The research attending to children's interactions with technologies suggests that while young children are immersed in a culture of digital media, research on young children's home literacy practices involving technologies is far from comprehensive. This single-case study sought to understand the nature of interactions between a five year old child and her parents as they engage with an iPad and its applications. It employed activity theory (Engestrom, 1987, 1993; Roth & Lee, 2007) and an innovative approach to grounded theory (Strauss, 1987; Strauss & Corbin, 1998). The purpose was to account for sociocultural conditions that shape such interactions and meaning making in order to theorize the development of meaning making. The guiding question was: What is the nature of meaning making in the iPad practices of our family during the first six months of my daughter Kalina's iPad use? As a result of my theoretical framework and data analysis, I found that meaning making on the iPad differed significantly from meaning making in apprenticeships involving traditional literacy texts. Findings from this study highlight the prominent role of tensions around objects of activity, division of labor, tool limitations, tool control, rules, and consumerism and problematize the role of parents as experts and guides. The findings thus illuminate the strikingly different nature of these interactions in comparison to interactions with print media. When the tool is new, participants bring different perspectives especially on objects. In this process, the child interacts mostly with the tool, and thus dialogic interactions that parents strive to achieve are difficult to realize. Findings also point to implications for further research, for using activity theory for investigating interactions, and for literacy practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study was designed to identify the specific aspects of parenting that underlie family literacy programs by using 87 parenting items from the Even Start Classroom Literacy Interventions and Outcomes (CLIO) study. An exploratory factor analysis was conducted using data from the first year of data collection (N = 1300) to determine the underlying structure and number of latent constructs. An initial confirmatory factor analysis was then conducted using data from the same sample in order to improve model fit, through examination of improvement statistics and modification indices. Finally, a confirmatory factor analysis was conducted using the data from the second year of data collection with the purpose of verifying the constructs identified through the exploratory factor analysis. It was hypothesized based on previous research that nurturance, teaching, and language would emerge as important constructs. Results of the final confirmatory factor analysis found five parenting constructs underlying the CLIO data set, including scaffolding and supportiveness; parent-child interaction and opportunity to read; home learning environment, particularly access to materials; explicit teaching; and rules and routines in the home. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

School districts often find it challenging to teach strategies and skills in literacy development to the parents of the students they serve. These challenges underscore the importance that parents understand the research-based strategies teachers use to assist their children at home with literacy development. In order to support parents' understanding of the blended educational framework, parents' perceptions, attitudes, and experiences needed to be investigated. Guided by Knowles's theory of andragogy, this qualitative case study focused on the challenges parents faced while implementing the strategies learned from the parent literacy classes and how their perceptions of the parent literacy classes improved their overall understanding of the blended educational framework. Data triangulation consisted of member checking to ensure credibility. Data were collected through 8 individual parent interviews, 2 classroom observations, and document reviews from a public school district; these data were analyzed using Hatch's typological analysis method. Themes were developed using qualitative case study analysis. Findings revealed that instruction in literacy development, reading fluency, and comprehension development improved parents' understanding of the blended educational framework. As a result, a parent literacy handbook was created to give parents support in implementing literacy skills at home through effective training and support. Parents at the data site may benefit from having an awareness of literacy strategies to assist their children at home. Social change can be affected by these potentials to decrease low school achievement and provide an opportunity for parents and students to remain lifelong learners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to examine print literacy, acculturation, and acculturative stress among one-hundred and six Mexican immigrant women participating in a family literacy program. The two hypotheses were: (1.) There is a relationship between (a) print literacy as measured by the Print Literacy Questionnaire and (b) acculturation as measured by the Multidimensional Acculturation Scale, and (2.) There is a relationship between (a) print literacy as measured by the Print Literacy Questionnaire and (b) acculturative stress as measured by the Multidimensional Acculturative Stress Inventory. This study applied canonical correlation and multiple regression analyses. Statistically significant (p<0.05) findings supported the first hypothesis. The findings for the second hypothesis were not significant (p=0.725). Two additional findings for the first hypothesis were: (1.) that adult reading and writing in English related to American acculturation; and (2.) that parents reading and writing in English to their child/children related to American acculturation. This study suggested four recommendations for future research. Educational implications from this study are that promoting Mexican immigrant women reading and writing in English by themselves and to their child/children influences American acculturation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The current research builds upon the sociocultural orientation to family literacy with the creation of a community-based family literacy experience, "the preschoolers' book club," for a group of white, middle-class preschool children and their families. These families and their shared literacy experiences were framed as a set of nested case studies. Through the theoretical lens of Holland et al.'s (1998) "figured worlds", small-scale case studies of each family informed evolving book club gatherings, allowing for flexibility and responsiveness to families' needs and interests. Families, despite their common demographic background, demonstrated a variety of conceptualizations of and purposes for literacy, displacing the assumption that this population of families practice school-like literacies at home. The book club gatherings grew into a home-school hybrid space wherein families explored various roles and the traditional teacher-student relationship was deconstructed. Implications from this research include: (re)positioning the researcher as a participant-observer, the feasibility of building a evolving group education experience based on existing family literacy practices, and the need for schools to become increasingly aware of and responsive to the diverse and unique literacy learning in which all young children engage at home before entering a formal school setting. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to explore the tenacities, practices, and discourse of family-based literacy practices and their connection in African American families. It scrutinized the influence of the practices of African American families on the multiple contexts of literacy practices in their passageway across the school-community periphery. The researcher used interviews, literacy practices blogs, and analyzing of literacy artifacts to identify and document the family literacy practices of five African American families with pre-school age children. The findings of the study revealed that each family shared some common literacy practices which may be associated with the ecology of their families. Those identified practices presented three major themes, including family connection literacy practices, religious literacy practices, and civil rights-enhancement literacy practices. Furthermore, most of the families viewed the literacy practices most closely associated with the dominant culture as more important. Practices related to family routines and structures were commonly regarded as less important in children's language and literacy development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This research study investigated the at-home literacy behaviors and experiences of young children before and during their kindergarten year. Research has shown that the frequency and quality of at-home literacy experiences can either hinder or hamper children as their formal schooling begins (Fletcher, Cross, Tanney, Schneider, & Finch, 2008; Hart & Risley, 1995; 2002; Raikes et al., 2006; Bus, van Ijzendoorn, & Pellegrini, 1995; Teale & Sulzby, 1986). The purpose of this study was to determine if there were any correlations between the home literacy behaviors of very young children (birth through age 5) and subsequent kindergarten success. At-home literacy surveys, six parent interviews and two kindergarten teacher interviews were conducted for qualitative data Kindergarten readiness was measured by using each child's Kindergarten Readiness Test (KRT) scores along with their September Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Assessment scores. In addition, reading logs were used to track the number of at-home reading experiences each child had throughout the first half of the school year. The resulting figures from the reading logs were then compared to results of the January DIBELS Assessment, a Fundations Unit 1 Test, and the phonics portion of the Kindergarten Assessment Test (KAT). The findings of this research revealed that participants' home environments sufficiently prepared the children for kindergarten. According to survey and interview responses, participants were read to and had access to educational materials in the home. Statistical analysis on parents' perceptions significantly correlated to KRT and beginning of the year DIBELS scores, which indicated that parents were able to accurately predict their child's preparedness for kindergarten. Monthly reading logs revealed that participants on average read 30 books a month at home over a four month period; however, there was no statistical significance found when correlational analyses were conducted on the total number of books read at home and the results on the three January literacy-based assessments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

There were two purposes of this descriptive research design. The first purpose of the study was to investigate family literacy activities with preschool-aged children and parental expectations of their children's development and future school success as reported by Asian immigrant families. The second purpose was to observe the interactive reading behaviors of parents and their preschool-aged children. The online Family Literacy Activities Survey (Payne, Whitehurst, & Angell, 1994) and the Adult-Child Interactive Reading Inventory (DeBruin-Parecki, 2007) were employed for data collection. The survey data was coded and analyzed by using the "SPSS 19.0 for Windows." Correlations were calculated to determine the relationships between parental reading behavior categories and child behavior categories. In all, 265 respondents took the Family Literacy Online survey and 25 parent-child dyads voluntarily participated in the video recorded observation of interactive reading sessions. The findings revealed that more than half of the parents were not having any reading difficulty when they were in school. Parents reported that they spent time outside home an average of 3-5 hours a day, and they hardly ever went to the library with their preschool aged child. Parents themselves spent from one to three hours watching television per day, and they allowed their preschool aged children to watch television one to three hours daily. Regarding family reading activities, almost fifty percent of the parents reported that they owned approximately 11-20 picture books. The parents reported that they or another family member began to read to the preschooler at 7-12 months on average. One hundred thirty-seven (52.1%) of the respondents reported that their children requested a parent to read with them "once or twice a month," While one hundred thirty-seven of the parents reported that their children looked at books by themselves once or twice a month. When the preschool aged child was read, more than half of parents responded that their children genuinely liked it. Concerning parental expectations for their children's development, and future school successes, the findings reveal that teacher, school, parent, and child equally share responsibility for the preschooler's development in different aspects including health, school success, social skills, and acquiring reading ability. However, in all of these aspects of development, teachers have a slightly larger share of the overall responsibility except in the area of increasing vocabulary. Parent and child behaviors evident in video recordings of shared reading sessions provided findings that revealed for both adults and children, as measured by the Adult-Child Interactive Reading Inventory (ACIRI), the highest means scores were in the category "Enhancing Attention to Text", while the lowest mean scores were in the category" Using Literacy Strategies". In terms of the relationships between parental reading behavior categories and child behavior categories, the findings demonstrated that the relationships between parental reading behavior categories and child behavior categories were found to be significantly correlated in a positive manner. The results of the study will potentially benefit parents, children, and families by providing child development specialists and early childhood educators with information about the home literacy environments and literacy support activities of Asian immigrant families. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In 2001, the No Child Left Behind Act (NCLB) was passed, emphasizing a stronger concentration on reading achievement. Research has shown that the family structure influences literacy development. The study was developed based on the social learning theories of Vygotsky and Skinner. Vygotsky's approach to sociocultural theory examines the interaction between parent and child (Heath, 2009). Skinner analyzes the dynamics of this parental relationship. Hoover-Dempsey and Sandler (1995), present a conceptual model of parent involvement that suggests that parent factors and school factors influence parental involvement that ultimately impacts student outcomes. Based on these theories, I developed a mixed methods study with both a survey and interviews. The purpose of this study was to explore the influential factors in both the home and school settings that may assist in the improvement of elementary-age students' reading skills. The study focused on parent perceptions of family literacy and how these influence students' reading behaviors. The study of 120 parent participants is unique in that it represented students of two different grade levels. Furthermore, data were collected in two different phases, Phase One in March of 2008, and Phase Two, which examined whether these dynamics were changed as a result of technological innovations, three years later in December of 2011. Descriptive statistics were performed to profile parental involvement with a child's reading development. Additionally, t-tests for independent variables, a factor analysis, and three multiple regressions were conducted to analyze parent perceptions and behaviors. The most important variable in this study with respect to future academic achievement was, "my child enjoys academic reading." I conducted a special discriminant function analysis to explore carefully the predictors of different levels of engagement with academic reading. The analysis of the data indicated that regardless of a child's grade level, parents viewed involvement in their child's reading development a priority and an important practice at home that can lead to academic achievement. Findings also indicated that parents of sixth-grade students had higher means when it came to the importance of modeling good reading practices. Furthermore, results revealed that parents' behaviors and beliefs lead to students' positive reading behaviors. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Despite the copious research available on science learning, little is known about ways in which the public engages in free-choice science learning and even fewer studies have focused on how families engage in science to learn about the world around them. The same was true about studies of literacy development in the home until the 1980s when researchers (e.g. Bissex, 1980; Heath, 1983; Taylor, 1983) began documenting the literacy happenings and practices of young children in natural settings. Findings from intensive emergent literacy research studies have challenged traditional approaches to the teaching and learning of literacy, especially drawing attention to the active role children take in their own learning. Drawing upon those early literacy studies, this research project uses ethnographic case study methods along with a naturalistic inquiry approach, to document the daily explorations of one science-oriented family. Over a three year span, I have followed my own family, in our natural setting, through our day-to-day experiences with science and literacy as we seek to mediate and understand the world around us. In doing so, I have explored the ways we have shared knowledge and constructed learning through science books and read alouds, self-initiated inquiry learning, and communication. Throughout the three year research period, I have collected data and documented my own young children's understanding of the nature of science by observing their engagement with world around them. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this research is to provide insight into immigrant Latino parents' perspectives on parental involvement in elementary school settings as influenced by the Title I Family Literacy Program (TFLP). A comparison is made of Latino parents who have been participating in the TFLP for more than one year, participants new to the program and Latino parents who chose not to participate in the TFLP. Both quantitative and qualitative data were collected via a survey and individual interviews of randomly selected members of each comparison group. All research participants were immigrant Latino parents with children at one of ten Title I elementary schools operating a TFLP. The schools are part of a large, urban school district in the Southwest. Findings indicate the TFLP has a positive effect on parental involvement practices of immigrant Latino parents. Participating parents showed increased confidence in their ability to support their children's education and program participants are more engaged in school activities. The results of this study imply participation in the program for one year or more has the most impact on families. Parents who participated for more than one year communicated a high sense of responsibility toward their influence on their child's education and upbringing and an understanding of strategies needed to effectively support their children. This research also identifies barriers parents face to participation in the TFLP and parental involvement in general. Implementation of family literacy programs in other districts would need to follow guidelines similar to this TFLP to achieve comparable results. More research is needed on the effects of this program on parents, children, and school staff. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

With the study rise of the Hispanic population in the United States over the last 25-years there has been a languished progression of this populations' educational attainment. The purpose of this qualitative study was to tap into the "black-box" of ten academically successful Latino students from San Antonio by capturing the life history of their educational experience, and, the recollections of the factors that hindered or facilitated their attainment of a doctoral degree. In seeking an understanding of this phenomenon, this research utilized a phenomenological interviewing technique and a multi capitals theoretical framework underpinned in Bourdieu's cultural reproduction theory. The analysis of the narrative brought to light thirteen individual obstacles and eight institutional obstacles, resulting in a total of twenty-one themes. The thirteen individual obstacles include: "Language Obstacles," "Inner-ethnic Conflict," "Deviance," "Familial Obligations," "Identity," "Isolation," "Preparation," "Aptitude and Entrance Exams," "Self-Doubt," "Pressure and Fear," "Academic Set-backs," "Time Management," and a "Hostile Social Environment." The eight institutional obstacles include: "Economic Disparity," the "Lack of Parental Education," the "Lack of Parental School Engagement," "Home-based Literacy to School-based Literacy Practices," "Racism," "Micro-Aggressions," a "Hostile Learning Environment," and the "Lack of Guidance." Findings from the study indicate that academically successful Latinos from San Antonio were able to capitalize on various forms of social, cultural, linguistic, and economic capital en route to a doctoral degree. The list of capital includes: Economic Capital: "Institutional Support," "Community College," "Spousal and Family Support," "Employment," "Loans," "Age and Time as a Factor of Economic Capital"; Linguistic Capital: "Linguistic Capital in Early Childhood," "Linguistic Capital in Adulthood"; Cultural Capital: "Sports and Extracurricular Affiliations," "Campus Affiliations," "Spiritual Affiliations"; Social Capital: "Social Capital in High School: Teachers," "Social Capital in High School: Classmates and Peers"; "Social Capital in Undergraduate Studies: Professors," "Social Capital in Undergraduate Studies: Classmates and Peers"; "Social Capital in Graduate Studies: Professors," "Social Capital in Graduate Studies: Classmates and Peers"; and "Social Capital from other Latinos." [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Partners in Print, a family literacy program, was brought to the urban elementary school in this study to educate and empower kindergarten and first grade parents to promote literacy development at home. This research aimed to explore the impact of participation in this program after consistent participation by utilizing a one-group pre-test, post-test research design. The Parent Empowerment and Home Literacy Environment Survey, which included both structured and unstructured questions, was administered before and after participation in the program to elicit notions of parent empowerment and growth in the home literacy environment. Parent participants also completed a document review of program handouts to triangulate the data. The data suggested that parents feel more empowered after consistently participating in Partners in Print. There was also evidence that the home literacy environment was of higher quality after participation. This study validated the practice of implementing family literacy programs as a strategy for empowering parents and enriching the home literacy environments of children. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to examine the relation between family literacy practices and children's early literacy development. Drawing from a developmental-ecological framework, this study modified existing surveys (e.g., Family Involvement Questionnaire, a.k.a. FIQ, by Fantuzzo, Tighe, & Childs, 2000) to develop the "Family Involvement Survey" which was completed in late spring over 2 consecutive years (2007 and 2008) by caregivers/parents (n = 75; 83% females) from a Midwestern city whose preschool children (age 4-5) were enrolled in a local Early Reading First program. Approximately 65% of all participants were African American, 6% Caucasian, 5% Asian American, and 2.6% of respondents reported being Latino/Hispanic or Native American; over 12% of those surveyed reported "Other" for race, and 7% of respondents did not disclose racial information. As predicted, correlation analysis supported distinct family involvement constructs. Disconfirming hypotheses, parent involvement ratings from the modified FIQ were not correlated with children's literacy scores (as measured by Individual Growth and Development Indicators, a.k.a. IGDIs), and linear regression analyses indicated that none of the family involvement constructs significantly predicted child literacy scores. Implications for future research and practice in the field of school psychology are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The study had twofold purposes. The first one is to establish the underlying structure of family literacy practices at the different grade levels kindergarten, first, third, fifth, and eighth, for children who were followed in the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K). The second purpose is to investigate the relationship between family literacy practices and reading achievement. The children for the ECLS-K study were a nationally representative sample of students enrolled in both public and private school kindergarten programs from diverse socioeconomic and ethnic backgrounds across the United States. Variables related to family literacy practices were obtained through the use of exploratory factor analysis. After controlling for race, gender, and socioeconomic status, relationships of family literacy factors, ability, and reading achievement were analyzed using multiple regression. Factor analyses found 59 underlying components for 171 variables across data spanning nine years of the students' academic careers. Not including ability, which was highly significant in all seven rounds, 11 were found to be significantly related to students reading performance. Commonalties of descriptions in significant factors include parents' perception of literacy importance and ability, number of texts in home, and parent involvement and interaction. The majority of findings showed that family literacy factors were not related either positively or negatively with students' academic performance in reading. While the results of this study did not find significant factors relating to the broad definition of family literacy practices, it did find significant relationships in the planned active role of families and children's reading achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The rapid increase in the number of Hispanic students in U.S. schools demands that school personnel meet the needs of Hispanic students and their families. This study examined teachers' and Hispanic parents' perceptions of Hispanic students' literacy practices and the home literacy practices of Hispanic families. Interviews, observations, and participation in an 8-week emergent participatory family literacy program provided data for this qualitative study. Eight teachers and six Hispanic parents participated in this study. All data sources revealed that the participating Hispanic parents' strong work ethic supports their children's academic work ethic and that these Hispanic parents are fearful that their children will lose their native language and cultural identity. Teacher participants viewed Hispanic parents as having limited means of providing academic support due to poverty and extended work hours; however, parent participants demonstrated multiple ways of supporting their children's literacy development. It was found that Hispanic family participants have limited access to district information regarding programs and procedures, thus imposing limits to the amount of educational support they can provide to their children. Implications for practice include teachers finding ways to incorporate family, culture, and other socioeconomic contexts into instructional practices. Implications for district personnel include honoring all cultures by making information equally accessible to all families. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Middle school students bring various identities into the classroom including their reading identities, their self concepts concerning their views of themselves as readers. Using identity and psycho-social and socio-cultural theoretical constructs as a foundation, I conducted phenomenological case studies that focused on middle school remedial readers and the means by which their reading identities are constructed within and outside the institution of school. The study investigated in-school factors which impact student reading identities, including interactions with remedial and classroom teachers, as well as out-of-school factors such as family literacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study investigates the treatment effects of a family literacy parent education program, Partners for Literacy (PfL), and whether treatment effects of PfL vary by ethnicity. Results from hierarchical linear modeling revealed that parents in PfL significantly outperformed their counterparts in a control group on a measure of interactive book reading skills with their child but treatment effects were not found to be a function of ethnicity. This study shows the promise of PfL to train a diverse group of parents to promote their child's language and literacy through interactive book reading. Additionally, baseline ethnic differences on parent outcomes underscore the importance of carefully considering ethnic differences in the development of parent education interventions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]