Date of Conferral
Doctor of Education (Ed.D.)
The problem addressed in the study is the significant numbers of elementary school students who fail to demonstrate proficiency in reading/language arts as determined by the Georgia Milestones English Language Arts Test. The purpose of this basic qualitative study was to investigate teachers’ perceptions of effective research-based parental involvement strategies, materials, and training programs that may enable parents to help their children develop grade-level reading skills. Bronfenbrenner's ecological theory and Epstein's parental involvement model are the conceptual frameworks that guided this study. The research questions addressed effective strategies, materials, and training programs for academic success. Data were collected from individual interviews from 10 grade 2 and 3 teachers from a rural school district. A line-by-line analysis was followed by a coding matrix to categorize collected data into themes and patterns. The study indicated that teachers want to establish more parental involvement and provide parents with the necessary tools to increase student achievement. It is recommended that parents take time to read daily, practice asking and answering questions, activating prior knowledge, and reading different things of interest to promote and connect through learning experiences. Implications for positive social change include supporting parental involvement at home and creating learning environments that support and motivate students to learn and achieve academic success.
Waters-Jackson, Chiekara Shaniecious Grace, "Teachers’ Perceptions of Strategies for Parents to Improve Reading Development" (2021). Walden Dissertations and Doctoral Studies. 10075.