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.

Available for download on Tuesday, July 21, 2026

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