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Decreasing school failure through pa...

Vidaurre, Lorena Elizabeth Castillo.

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Decreasing school failure through parental involvement in literacy intervention for disadvantaged Hispanic kindergarten entrants.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Decreasing school failure through parental involvement in literacy intervention for disadvantaged Hispanic kindergarten entrants./
Author:	Vidaurre, Lorena Elizabeth Castillo.
Description:	226 p.
Notes:	Adviser: Judith Lingenfelter.
Contained By:	Dissertation Abstracts International68-06A.
Subject:	Education, Bilingual and Multicultural. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3272674
ISBN:	9780549122234

Decreasing school failure through parental involvement in literacy intervention for disadvantaged Hispanic kindergarten entrants.
Vidaurre, Lorena Elizabeth Castillo.

Decreasing school failure through parental involvement in literacy intervention for disadvantaged Hispanic kindergarten entrants. - 226 p.

Adviser: Judith Lingenfelter.

Thesis (Ph.D.)--School of Intercultural Studies, Biola University, 2007.

While many studies have succeeded in demonstrating that school interventions and home literacy activities contribute to the success of literacy development, the problem of poor achievement in reading among low-income, Spanish-speaking kindergarten students is still far from solved. The present study supports existing knowledge about the special needs of low-income, bilingual program, kindergarten entrants with respect to literacy development in the child's primary language.

ISBN: 9780549122234Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Decreasing school failure through parental involvement in literacy intervention for disadvantaged Hispanic kindergarten entrants.
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020 $a 9780549122234
035 $a (UMI)AAI3272674
035 $a AAI3272674
040 $a UMI $c UMI
100 1 $a Vidaurre, Lorena Elizabeth Castillo. $3 1266413
245 1 0 $a Decreasing school failure through parental involvement in literacy intervention for disadvantaged Hispanic kindergarten entrants.
300 $a 226 p.
500 $a Adviser: Judith Lingenfelter.
500 $a Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2313.
502 $a Thesis (Ph.D.)--School of Intercultural Studies, Biola University, 2007.
520 $a While many studies have succeeded in demonstrating that school interventions and home literacy activities contribute to the success of literacy development, the problem of poor achievement in reading among low-income, Spanish-speaking kindergarten students is still far from solved. The present study supports existing knowledge about the special needs of low-income, bilingual program, kindergarten entrants with respect to literacy development in the child's primary language.
520 $a Seven underprivileged, low-performing, Spanish speaking children and their parents participated in an 8-week literacy intervention program, at a Los Angeles Unified School District school, to determine if the frequency and quality of parent-child literacy activities at home would increase. The parents attended a weekly 2-hour session where they learned strategies and activities that enhance their children's acquisition of literacy. Appendixes K through R contain detailed lesson plans developed by this researcher based on teaching and personal experience as well as current literature. Between sessions, parents participated in home literacy activities with their kindergarten aged children. The 7 parents completed a questionnaire prior to the intervention and another questionnaire and several interviews upon completion of the intervention program to measure frequency and quality of parent-child home literacy activities. The 7 children were administered initial and closing literacy assessments, developed by the school site, to measure gains in literacy.
520 $a From this research, it can be concluded that parent participation in the present study's intervention program impacts the frequency and quality of parental involvement in home literacy activities that results in higher kindergarten literacy assessment scores for the children of participants. Also, unexpected results pertaining to the affective components that this intervention program yields are important. It can be concluded that parent-researcher relationships cultivated in the study create a safe, caring, and trusting environment that enhances self-esteem, partially relieves depression, and increases competency and confidence in the parent's role as her child's first and most important teacher. These findings may be useful in generating funding for proactive school-wide kindergarten intervention programs for children and their families.
590 $a School code: 0993.
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Education, Reading. $3 1017790
650 4 $a Hispanic American Studies. $3 1017793
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690 $a 0518
690 $a 0535
690 $a 0737
710 2 $a School of Intercultural Studies, Biola University. $3 1024494
773 0 $t Dissertation Abstracts International $g 68-06A.
790 $a 0993
790 1 0 $a Lingenfelter, Judith, $e advisor
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3272674