Early Literacy Development: A First Grade Teacher's and Families' Experiences

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dc.contributor.advisorKim, Koomi
dc.contributor.advisorFranzak, Judith
dc.contributor.advisorAndes, Laurie
dc.contributor.authorJack, Carlotta Gray Robinson
dc.contributor.departmentDoctoral Studies in Literacyen_US
dc.contributor.programDoctor of Education (Ed.D.) Contemporary Curriculum Theory and Instruction: Literacyen_US
dc.date.accessioned2020-12-04T22:35:44Z
dc.date.available2020-12-04T22:35:44Z
dc.date.issued2018-05-17
dc.description.abstractEmergent literacy values early literacy development through social interaction and experience from birth until a child reaches the developmental level at which time they are reading (Teale, 1986; Tracey & Morrow, 2012). Hence, early literacy development occurs in environments other than schools such as homes and communities. Building relationships with both families and teachers is essential in providing a well-rounded education. Epstein (2011) states “with the lack of partnerships, educators segment students into the school child and the home child, ignoring the whole child” (p. 5). To better understand the teacher and families’ experiences regarding first graders’ early literacy development using a socio-cultural lens, the primary question that guided this case study was: What is an early childhood teacher’s and families' experiences with first graders' home and school literacies practices? With multiple data sources, I gained insight on the significance of an early childhood teacher and families and their involvement in a first grader’s early literacy development. The findings of the study showed a disconnect between the first grade teacher’s theoretical belief and instructional practices. Regarding the families, the data revealed families’ various engaging and meaningful multiliteracies events occurring within the home environment. However, the communication between the teacher and the families was one sided and focused more on school literacies. The teacher and families were not collaborating effectively to form a partnership.en_US
dc.format.extent196 pagesen_US
dc.genredissertationsen_US
dc.identifierdoi:10.13016/m2flab-a4ro
dc.identifier.urihttp://hdl.handle.net/11603/20189
dc.language.isoen_USen_US
dc.relation.isAvailableAtSalisbury Universityen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.subjectEarly literacy developmenten_US
dc.subjectEmergent literacyen_US
dc.subjectPartnershipsen_US
dc.titleEarly Literacy Development: A First Grade Teacher's and Families' Experiencesen_US
dc.typeTexten_US

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