Mexican American Parents of Elementary Students and Literacy Engagement: A Case Study of a Bilingual (Spanish/English) Parent Book Club Using Children's Literature

<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>

Name thesis:degree_name

Ed.D. Doctor of Education

Level thesis:degree_level

Dissertation - Public Access

Discipline thesis:degree_discipline

Reading and Language

Year dc:date.available

2018

Author dc:creator

• Ochoa, Pablo

Contributors dc:contributor

• Ruth Quiroa
• Sophie Degener
• Terry Jo Smith

• 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

Repository record dc:identifier

https://digitalcommons.nl.edu/diss/322

OAI identifier oai:identifier

oai:digitalcommons.nl.edu:diss-1347