This qualitative case study explored what occurred when seven Latinx parents and a bilingual coordinator engaged in a book club using the same historical fiction text as the school's fifth grade classroom. Research questions focused on Book Club participation, connections to the focal text(s), and new learning. Data included audiotapes of the sessions, parent written/artistic artifacts, participant interviews, retrospective field notes, and reflective journal entries.
Study findings suggest that positive partnerships between schools and parents can occur within familial text engagement opportunities built on existing relationships with school personnel; use of relevant literature, literacy activities that allow for parent choice and voice, drawing on cultural Funds of Knowledge and life experiences, the autonomy to ask questions and make inferences and connections, and facilitate learning for one another. Finally, the study improved perceptions that parents could better assist their children in learning due to new learning in literacy instruction and reading.
","abstract_html":"<p> This qualitative case study explored what occurred when seven Latinx parents and a bilingual coordinator engaged in a book club using the same historical fiction text as the school's fifth grade classroom. Research questions focused on Book Club participation, connections to the focal text(s), and new learning. Data included audiotapes of the sessions, parent written/artistic artifacts, participant interviews, retrospective field notes, and reflective journal entries.</p> <p> Study findings suggest that positive partnerships between schools and parents can occur within familial text engagement opportunities built on existing relationships with school personnel; use of relevant literature, literacy activities that allow for parent choice and voice, drawing on cultural Funds of Knowledge and life experiences, the autonomy to ask questions and make inferences and connections, and facilitate learning for one another. Finally, the study improved perceptions that parents could better assist their children in learning due to new learning in literacy instruction and reading.</p>","abstract_has_math":false,"creators":["Ochoa, Pablo"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Reading and Language","degree_department":null,"school":null,"contributors":["Ruth Quiroa","Sophie Degener","Terry Jo Smith"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-06-01T07:00:00Z","date_published":"2018-06-01T07:00:00Z","updated_at":"2026-07-24T03:20:44Z","subjects":["elementary schools","Latinex parents","Funds of Knowledge","family literacy","parent Spanish book clubs","parent engagement","Bilingual, Multilingual, and Multicultural Education","Elementary Education","Language and Literacy Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/322","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ruth Quiroa","Sophie Degener","Terry Jo Smith"]},{"key":"dc:creator","label":"Author","values":["Ochoa, Pablo"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-08-16T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Reading and Language"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["elementary schools","Latinex parents","Funds of Knowledge","family literacy","parent Spanish book clubs","parent engagement","Bilingual, Multilingual, and Multicultural Education","Elementary Education","Language and Literacy Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/322"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This qualitative case study explored what occurred when seven Latinx parents and a bilingual coordinator engaged in a book club using the same historical fiction text as the school's fifth grade classroom. Research questions focused on Book Club participation, connections to the focal text(s), and new learning. Data included audiotapes of the sessions, parent written/artistic artifacts, participant interviews, retrospective field notes, and reflective journal entries.
Study findings suggest that positive partnerships between schools and parents can occur within familial text engagement opportunities built on existing relationships with school personnel; use of relevant literature, literacy activities that allow for parent choice and voice, drawing on cultural Funds of Knowledge and life experiences, the autonomy to ask questions and make inferences and connections, and facilitate learning for one another. Finally, the study improved perceptions that parents could better assist their children in learning due to new learning in literacy instruction and reading.
"]},{"key":"dc:title","label":"Title","values":["Mexican American Parents of Elementary Students and Literacy Engagement: A Case Study of a Bilingual (Spanish/English) Parent Book Club Using Children's Literature"]}]}],"canonical_facts":{"dc:contributor":["Ruth Quiroa","Sophie Degener","Terry Jo Smith"],"dc:creator":["Ochoa, Pablo"],"dc:date.available":["2018-08-16T07:00:00Z"],"dc:description.abstract":["This qualitative case study explored what occurred when seven Latinx parents and a bilingual coordinator engaged in a book club using the same historical fiction text as the school's fifth grade classroom. Research questions focused on Book Club participation, connections to the focal text(s), and new learning. Data included audiotapes of the sessions, parent written/artistic artifacts, participant interviews, retrospective field notes, and reflective journal entries.
Study findings suggest that positive partnerships between schools and parents can occur within familial text engagement opportunities built on existing relationships with school personnel; use of relevant literature, literacy activities that allow for parent choice and voice, drawing on cultural Funds of Knowledge and life experiences, the autonomy to ask questions and make inferences and connections, and facilitate learning for one another. Finally, the study improved perceptions that parents could better assist their children in learning due to new learning in literacy instruction and reading.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/322"],"dc:subject":["elementary schools","Latinex parents","Funds of Knowledge","family literacy","parent Spanish book clubs","parent engagement","Bilingual, Multilingual, and Multicultural Education","Elementary Education","Language and Literacy Education"],"dc:title":["Mexican American Parents of Elementary Students and Literacy Engagement: A Case Study of a Bilingual (Spanish/English) Parent Book Club Using Children's Literature"],"thesis:degree_discipline":["Reading and Language"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:44Z"}