Date of Award/Publication
8-2012
Document Type
Thesis
Degree Name
MS in Literacy Education
Department
Education
First Supervisor
Joellen Maples
Abstract
This study examined the success of family intervention strategies to support literacy development among children who are struggling readers through daily activities and routines. Research followed a family participating in a shared family literacy intervention model, targeted participant/student being a ten year old male over four tutoring sessions. Data was collected through parent/student questionnaire, field notes/reflection, focus group and parent interview. By engaging the student as a learner through shared family experiences, daily routines and activities were used as literacy learning opportunities to increase student performance and the family was able to extend literacy strategies into daily routines. With family support, experiences can be taught and facilitated through a child’s daily experiences and natural environment. In order to promote ongoing literacy development, parents and teachers must support the home and school environments through extension of literacy strategies throughout the child’s daily activities and routines.
Recommended Citation
Hildreth, Rachel, "Family Intervention Strategies: Support for Struggling Readers" (2012). Education Masters. Paper 131.
https://fisherpub.sjf.edu/education_ETD_masters/131
Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations.