Parent Perceptions of a Family Literacy Program

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Curriculum and Instruction

Date of Award

Fall 2025

Abstract

Family literacy programs foster and promote family literacy practices that include “a wide range of formal and informal oral language, reading, and writing activities that can occur with multiple caregivers across a variety of settings” (Miller & Khatib, 2023, p. 586). Given the emphasis Olive ISD and BD Elementary placed on family and student engagement, this study was particularly interested in investigating our efforts through interviews to further understand parent perception of ‘Learning as a Family’ a family literacy program offered by myself and a pre-kindergarten colleague. The parent perceptions informed us as to how we can create a program that is effective for the families served. Moll and colleagues (1992) developed the concept of funds of knowledge as innovative; they believed it held a special relevance to teaching. Funds of knowledge described the unique types of knowledge of families and households. Moll et al. (1990) recognized the literacy practices of different cultures such as folkloric displays, storytelling, arts, crafts, and dance performances. Family literacy program planners need to explore families’ literacy practices and acknowledge with open minds the push for literacy that are manifested in dramatically different ways in different cultures (Janes & Kermani, 2001). Using the concept funds of knowledge, this study explored the specific funds of knowledge of the families being served in this family literacy program. The findings of this study supported the efforts families put forth in their household to support literacy acquisition. The participants of the study engaged in literacy through language practices, school engagement, and family values. The barriers that hindered parent participation were explored, their daily schedules, parenting styles and social comforts. The perspective on these barriers then shifted towards opportunities for growth, finding opportunities to foster greater connections with the families served, increasing the modes of communication, and shifting the teacher and personnel mindset to that of creating relationships and connections before trying to actively engage in student growth and support. The study calls for an active shift in the program implementation towards creating greater connections, communication, and growth with a focus on understanding the daily schedules families navigate, the diverse parenting styles we serve, and the levels of social comfort families face when attending family literacy programs. Keywords: Parent engagement, funds of knowledge, family literacy programs.

Advisor

Julie Mills

Subject Categories

Education

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