The Effects of Parent Involvement with Kindergarten Students in the Area of Literacy

Date of Award

Winter 12-20-2018

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction

Department

Graduate Studies

Committee Chair

Ximena Suarez-Sousa

Keywords

Early Literacy, Early Childhood Education, Parental Involvement, Differentiation

Abstract

ABSTRACT

This study was designed to look at the effect of providing differentiated instruction and reading materials that support parent involvement and how that involvement impacts early literacy achievement among kindergarten students. The study looked at the effects of kindergarten data when parents or families are involved in the literacy process. Parents of the participants attended a parent information night where they learned information about the literacy process and how they can help their students at home. They also were provided with updated letter and sound data every two weeks. Students received small group differentiated learning groups five days a week from the teacher. Parent feedback as well as student’s letter and sound data collected the by co-investigator provided insights to the effectiveness of this method. The main results were that students overall reading assessments were higher for the students whose parents were highly involved in the reading process then the parents who had low participation rates.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Abstract only: No full text available.

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