Preliminary Results of Participant Perspectives of a Literacy Intervention to Connect Incarcerated Parents and Children

• In Event: Poster Session 2

Abstract

Nearly half of U.S. incarcerated adults are parents of minor children. Incarceration disrupts parenting by limiting interactions and creating obstacles to maintaining parent-child relationships. Previous studies suggest that parenting interventions in correctional settings are associated with positive parent-child outcomes. This poster presents preliminary participant experiences from the parenting intervention program Making Reading Memories (MRM). The data for this study draws from 27 qualitative interviews with incarcerated parents participating in the MRM program. Participants complete a reading workshop about the value of literacy and a video recording of themselves reading a book to their child. Participants were later interviewed and asked to describe 1) the usefulness of the reading workshop, 2) the experience recording a book-reading for their children, and 3) their overall experience in the program. Findings suggest three main themes related to the workshop experience: 1) types of interactive reading strategies learned; 2) the importance of modeling in teaching children how to read and developing parent-child bonds; and 3) how reading impacts child development. This study provides insight into the value of implementing literacy-based parenting programs in correctional settings to connect incarcerated parents with their children and learn about the benefits of reading for children and the parent-child bond.

Authors

• Jacqueline Buck, University of Wisconsin-Madison

• Victoria Ylizaliturri, University of Wisconsin-Madison

• Paja Charles, University of Wisconsin-Madison

• Julie Poehlmann, University of Wisconsin-Madison