Capstone/Dissertation Title

Elements from Family Literacy Programs that Support Student Parents Enrolled in Developmental Reading Courses at a Community College

Term

Fall 12-12-2014

Capstone

Thesis

Degree Name

MALED

Primary Advisor/Dissertation Chair

Jennifer Carlson

Secondary Advisor/Reader One

Erik K. Erickson

Peer-Reviewer/Reader Two

Stacey Wollschlager

Abstract

The research question addressed in this capstone was, what elements of a family literacy program would best serve parents enrolled in developmental reading courses at a community college? This capstone focuses on a unique student population at the community college and how these student parents can best be supported by using services that are oftentimes a part of family literacy programs specifically tailored to meet the needs of a particular population. Bronfenbrenner’s research on the importance of family interactions, Vygotsky’s social learning theory and Handel’s work with a similar population of students were all influential to this study. In response to survey data collected from student parents, recommendations that may help improve literacy skills of parents and children, as well as support services that could help student parents navigate the various obstacles that come with being a student at a community college are presented.

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