Date of Award
7-15-2025
Document Type
Dissertation
Degree Name
Doctor of Philosophy (Ph.D.)
School Name
Annsley Frazier Thornton School of Education
Department
Education
Major Advisor
Dr. Winn Crenshaw Wheeler
Abstract
This qualitative phenomenological case study is focused on the engagement of Hispanic children between 18 and 36 months of age and their parents in a family literacy program. Participation in a family literacy program was associated with changes in the cognitive, social, and emotional development of children, as well as the self-efficacy of their parents in parenting skills. Grounded in the social theories of Vygotsky, Bandura, and Bronfenbrenner, this study relates the importance of language acquisition, literacy skills, and self-efficacy to a community setting where conversation is encouraged and reading engagement is modeled. The Hispanic population is underrepresented in the literature, which makes this study particularly significant. It highlights the growth in children’s language skills and their interest in books, along with the increased confidence of their parents in continuing to promote language and literacy at home. This qualitative phenomenological case study adds a valuable contribution to understanding family literacy outcomes within a community.
Recommended Citation
Loper, Karen R., "The Influence of Family Literacy Playgroups on Early Childhood Development and Parent Efficacy in Hispanic Families: A Qualitative Phenomenological Case Study" (2025). Graduate Theses, Dissertations, and Capstones. 203.
https://scholarworks.bellarmine.edu/tdc/203