Thesis

Dual Language Parent Involvement with Literacy Intervention Strategies at Home

Dual language programs reveal benefits for both English Language Learners and Native English speakers in achieving high proficiency levels of biliteracy. However, there are students who can struggle academically in dual language programs. Educators are then challenged with meeting students’ needs and finding resources beyond the classroom setting, including parent involvement as a rich and potential form of resource. This study explores the questions: 1) How does parent involvement at home using reading intervention strategies impact the reading fluency of struggling readers? 2) Is there a difference in scores between Spanish/English reading progression after intervention at home? 3) Will results for reading intervention be different between families of English learners and English Speakers? This study follows a mixed methods research design by triangulating data sources from parent surveys, parent interviews, and two reading assessments using (Developmental Reading Assessment and running records). The primary participant population consisted of five parents who were invited to participate in an at home reading intervention program based on their children’s baseline reading assessments. Results suggest positive impact with parent involvement intervention strategies, including literacy and reading progression with all five struggling readers. The significance of the study, can impact how dual language educators collaborate with parents to target struggling readers in dual language education.

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