The participants in this qualitative study were parents of children in grades 1-3 who attended an elementary school in a low-income, predominantly Latino urban neighborhood. The children were identified as struggling readers through teacher nomination and standardized assessments, and they received reading and writing intervention through an in-school pullout program and through a once-a-week, afterschool University-sponsored tutoring program. The purpose of this study was to gather the views of parents about their children's experiences in literacy learning and intervention, parents’ perspective of their role in their child’s literacy learning, as well as the ways parents described their child as a literacy learner. Fourteen parents were interviewed regarding literacy practices in their homes, views of school literacy instruction, need for information on helping their children at home, and suggestions for improving home-school connections. Follow-up / text
| Identifer | oai:union.ndltd.org:UTEXAS/oai:repositories.lib.utexas.edu:2152/17905 |
| Date | 14 September 2012 |
| Creators | Semingson, Peggy L., 1973- |
| Source Sets | University of Texas |
| Language | English |
| Detected Language | English |
| Format | electronic |
| Rights | Copyright is held by the author. Presentation of this material on the Libraries' web site by University Libraries, The University of Texas at Austin was made possible under a limited license grant from the author who has retained all copyrights in the works. |
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