Teachers' Evolving Understanding of Home Literacy Practices: A Case Study of an After-School Family Literacy Program

• In Event: AERA Roundtable Session Saturday 1:45 pm - Gold 3
  In Roundtable Session: Home and schools: Promoting language and literacy development

Abstract

This qualitative study employed a multiple-case design that examined teachers’ efforts to bridge home and school literacies as they engaged in an after-school family literacy program. Data were collected across a six-week family literacy project including classroom observations, meeting observations, and interviews with teachers. Through a cross-case analysis the following key findings emerged: 1) the participation structure had an impact on teachers’ engagement and beliefs and teachers who participated in Families Read demonstrated broadened understandings of home literacy, 2) teacher/caregiver dyads developed stronger and improved communication and relationships, 3) teachers’ connections to home literacy in their classroom were limited by the prescribed curriculum.

Author

• Jennifer Bryson, Boston University