Date of Conferral

11-21-2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Barbara Trube

Abstract

Researchers have noted that Native American (NA) children are entering kindergarten with lower literacy scores on the Kindergarten Readiness Assessment than their non-native peers. This study explored how NA parents support their prekindergarten children at home with early literacy skills and what resources they need to help increase their children’s literacy skills. The conceptual framework that guided the study combined Bronfenbrenner’s bioecological systems theory and the parenting and learning at home components of Epstein’s model for parent involvement. This study addressed two research questions focusing on how NA parents support their prekindergarten children at home with early literacy skills and what resources they need to help increase their children’s literacy skills. A basic qualitative study using interviews research design was conducted with nine parents of current children attending a Head Start in one state in the southern United States. Data were analyzed using a priori, open, and axial coding, to identify codes, patterns, and categories. Three themes emerged for NA parents: (a) they believe developing their prekindergarten children’s literacy skills involves a partnership between teachers, family liaison, and family members; (b) they need frequent home and school communication; and (c) they need parent education on supporting their children’s literacy skills. Findings from this study have the potential to fill a gap in practice regarding NA parents’ support for their prekindergarten children at home and what resources they need to help increase their children’s literacy skills. Findings may contribute to positive social change in Tribal and other communities of NA families who seek to support their children in development of literacy skills so they are ready for kindergarten.

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