Date of Conferral
Doctor of Education (Ed.D.)
Approximately 33% of U.S. prekindergartners have trouble recognizing the English alphabet and their associated sounds. To compete and succeed globally today, children start early with English alphabet recognition and phonics instruction to develop fluent reading skills. The purpose of this study was to investigate the relationship between parental recollection of at-home reading literacy activities of prekindergartners and beginning kindergartenersâ reading literacy scores. Vygotskyâs theory of social interaction and Piagetâs theory of child development provided the theoretical basis for this study. The key research question focused on the relationship between parental recollection of at-home reading literacy activities of prekindergarteners and beginning kindergartenersâ reading literacy scores. Using an ex-post-facto quantitative design, data from 67 parent and student dyads were collected through a parent recollection survey and beginning kindergartenersâ archival I-Ready literacy scores. A simple linear regression was calculated, which showed parental recollection of at-home reading literacy activities to be a significant, moderate, and positive predictor for beginning kindergartenersâ reading literacy scores (Î² = .473, t (65) = 28.57, p < .001). Parental recollection of at-home reading literacy activities explained 22.4% of the variance in beginning kindergartenersâ reading literacy scores (R2 = .224). The results of the study provide further empirical evidence for the importance of incorporating at-home literacy activities to promote early childhood literacy and, hence, a basis for positive social change for kindergarten students and their parents.
Caviness, Shera Chantel, "The Relationship Between At-Home Reading Literacy Activities and Reading Literacy Scores of Beginning Kindergarteners" (2020). Walden Dissertations and Doctoral Studies. 9707.