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dc.contributor.advisorJoseph-McEwen, Debra A.
dc.contributor.authorSwitzer, Samantha M.
dc.date.accessioned2021-09-07T21:57:47Z
dc.date.available2021-09-07T21:57:47Z
dc.date.issued5/13/2015
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5785
dc.description.abstractThe purpose of this qualitative research project is to investigate into the ways of how the involvement and engagement of parents who live in environments of low socioeconomic status may be reflected in the literacy learning and development of their preschool child. Numerous explorations have been conducted on this topic by different researchers; however the method of compiled data was sorted and gathered in a unique way. The researcher observed the preschool classroom on a daily basis for a six week span and was able to see the genuine behaviors and developments of the children. Many questions were researched and answered throughout this project. To what degrees are parents of low socioeconomic status are involved in the literacy learning and experiences of their children within the home? What types of literacy experiences are occurring in the home? How does parental involvement impact the literacy learning and development of the children during early childhood?
dc.subjectParent Involvement
dc.subjectLiteracy
dc.subjectPreschool Literacy
dc.subjectLiteracy Development
dc.subjectCase Study
dc.subjectLiteracy Achievement
dc.titleParents’ Perceptions of Literacy and Its Impact on Student Learning
dc.typethesis
refterms.dateFOA2021-09-07T21:57:47Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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