ED 698 CUP Parental Involvement in Early Literacy Acquisition Paper

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ED 698

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Final Action Research Proposal

Assessment Context: This assignment is used as a capstone assessment. The assessment measures the understanding, use, and development of educational research in a specific context identified by the candidate. The minimum passing score for this critical assessment is 120.5 points.

Note: This course includes this assignment as a critical assessment documenting your learning on the national standards listed below. Please see the course syllabus or further information on the critical assessment policy. It is important to review the materials below and the critical assessment rubric before you begin this assignment.

Now it is time to put all the pieces together. Your Final Report should include, in this order:

Title Page
Completed body of the Action Research Proposal – make sure to view the assignment template to ensure that you have all included pieces
Reference Page
Appendixes

Combine all parts into a single document.

This course includes this assignment as a critical assessment documenting your learning on the national standards described below. For information on the critical assessment policy, please review the course syllabus. Be sure to review the rubric for the assignment.

InTASC Standards
Standard #4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

4(o) The teacher realizes that content knowledge is not a fixed body of facts but is complex, culturally situated, and ever evolving. S/he keeps abreast of new ideas and understandings in the field.
4(q) The teacher recognizes the potential of bias in his/her representation of the discipline and seeks to appropriately address the problems of bias.

Standard #9: Professional Learning and Ethical Practice
The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

9(e) The teacher reflects on his/her personal biases and accesses resources to deepen his/her own understanding of cultural, ethnic, gender, and learning differences to build stronger relationships and create more relevant learning experiences.
9(g) The teacher understands and knows how to use a variety of self-assessment and problem-solving strategies to analyze and reflect on his/her practice and to plan for adaptations/adjustments.
9(l) The teacher takes responsibility for student learning and uses ongoing analysis and reflection to improve planning and practice.

Standard #10: Leadership and Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

10(f) The teacher engages in professional learning, contributes to the knowledge and skill of others, and works collaboratively to advance professional practice.

Support your statements with evidence from the required studies and your research. Cite and reference your sources in APA style.

Tags: action research Ecological Systems Theory development of educational research Home Literacy Environments Nature of Parental Involvement

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Running head: PARENTAL INVOLVEMENT IN EARLY LITERACY ACQUISITION

Parental Involvement in Early Literacy Acquisition
Xavier Boatright
Concordia University Portland

An Action Research Proposal Presented to
The Graduate Program in Partial Fulfillment of the Requirements
For the Degree of Master in Education
Concordia University – Portland
2020

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PARENTAL INVOLVEMENT IN EARLY LITERACY ACQUISITION

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Table of Contents
1.0 Introduction ............................................................................................................................... 4
1.1 Study Background ..................................................................................................................... 4
1.2 Research Questions ................................................................................................................... 5
1.2.1 Main Research Question ........................................................................................................ 5
1.2.2 Other Research Questions ...................................................................................................... 5
1.3 The Scope.................................................................................................................................. 5
2.0 Literature Review...................................................................................................................... 6
2.1 Ecological Systems Theory....................................................................................................... 6
2.2 Home Literacy Environments ................................................................................................... 7
2.3 The Nature of Parental Involvement ......................................................................................... 8
2.4 Parental Involvement Determinants .......................................................................................... 8
2.5 Teacher-Parent Collaboration ................................................................................................. 10
2.6 Benefits of Parental Involvement in Student's Academics ..................................................... 11
2.7 Impact of Parental Involvement .............................................................................................. 12
2.8 Academic Socialization .......................................................................................................... 14
2.9 Additional Benefits of Parental Involvement ......................................................................... 15
2.10 Analysis................................................................................................................................. 16
2.11 Conclusion ............................................................................................................................ 18
3.0 Demographic Data .................................................................................................................. 18

PARENTAL INVOLVEMENT IN EARLY LITERACY ACQUISITION

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3.1 Target Group ........................................................................................................................... 20
3.2 Baseline Data .......................................................................................................................... 21
4.0 Proposed Action: Data Gathering Instruments ....................................................................... 21
4.1 Triangulation Matrix ............................................................................................................... 22
4.2 Interview Questions ................................................................................................................ 24
4.2.1 Parent Interviews ................................................................................................................. 24
4.2. 2 Teacher Interviews .............................................................................................................. 24
5.0 Data Analysis .......................................................................................................................... 25
6.0 Reflection on Action Research Strategies for Implementation............................................... 26
7.0 References .............................................................................................................................. 29

PARENTAL INVOLVEMENT IN EARLY LITERACY ACQUISITION

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1.0 Introduction

1.1 Study Background
Children education is one of the concerns that require the integration of measures that
may lead to increased attention from all the involved parties. Literary knowledge encompasses
the ability to use language, reason, and actions, in a way that can help identify individuals with a
socially meaningful group (Simonds, 2012). Theorists consider literacy as a secondary discourse
because learners have to acquire or learn it after obtaining primary discourses. Parents are among
the key channels in the home environment where children acquire literacy knowledge. While at
home, children observe literacy activities and engage in joint learning opportunities with their
parents. Having a supportive team in reference to the education of children is in most cases
involved with continued success among the children (Cowan & Cowan, 2019). Parental
involvement in the education of children has for a long time assisted in ensuring that the children
can gain more exposure in the field where they study and at the same time helping in the
reduction of the possible chances of failure among the children. Direct involvement of children is
one of the approaches that parents may take part in promoting the education of children in order
to ensure that the child can gain more knowledge that may assist in providing that they can
overcome some of the issues that they may encounter (Wei et al., 2019). Although there are
several approaches in which parents may take part in the engagement in the education of their
children, the most effective method that they may participate and contribute towards improved
performance among their children is not yet confirmed. As a result of this, one needs to ensure
that there is development of effective measures that may allow parents to take part in the
education of their children.

PARENTAL INVOLVEMENT IN EARLY LITERACY ACQUISITION

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1.2 Research Questions

1.2.1 Main Research Question
•

How does parental involvement impact early acquisition of literacy knowledge?

1.2.2 Other Research Questions
•

How can parents participate in the education of their children without negatively
affecting their grade?

•

What influence does the involvement of parents in children education have?

•

Is there any approach that parents may put in consideration and end up improving the
relationship that they have with their children?

1.3 The Scope
Through the completion of these questions as well as the adequate provision of data
concerning this research issue, the study will be able to provide a solution to some of the
challenges that are likely to have a negative influence on the performance of the children.
Research concerning the impacts of parental involvement in children's literacy acquisition is
important today because the COVID-19 pandemic has forced learners to stay at their home
environment away from school. Nevertheless, existing studies show a positive correlation
between parental involvement in education and positive outcomes among learners. Simonds
(2012) claims that parents help improve children’s learning and literacy experiences when they
contribute to the learning process. Concerning the final literature review assignment to be
completed, there are several areas that I will need in the study. One of the primary considerations
in the study is to ensure that the research approach aligns with the goals of the study to ensure

PARENTAL INVOLVEMENT IN EARLY LITERACY ACQUISITION

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that there is a significant improvement in the quality of data collected. Additionally, the use of
the most vital resources to provide the necessary information in the final assignment will also
assist in ensuring that the information collected may lead to effective decision making. Since the
question as mentioned earlier requires quality responses in order to ensure that the main problem
affecting the rate at of parents' engagement in children education is addressed, I will need to
ensure that the measures used are in relation to the overall objectives of the study.

2.0 Literature Review
The impact of parent involvement in the literacy development process has been
investigated for a period exceeding fifty years. Many national education programs recommend
the participation of parents in the academic learning process of their children, which has created
a huge concern for school administrators and teachers (Berthelsen& Walker, 2008). Most studies
have evidenced a high correlation between parental involvement and children's academic
performance, social welfare, and emotional welfare. Furthermore, the studies depict the nature of
the parent-child relationship as a critical determinant for student's academic success.
Psychologists show that children require quality instructions, motivation, and psychological
support in their educational development. The significance of parent involvement in the
academic development of children has been assessed with valid and reliable measurement
instruments to increase the accuracy of results.

2.1 Ecological Systems Theory
Bronfenbrenner's Ecological Systems Theory explains the correlation between parentchild relationship and academic performance. The Ecological Systems Theory was developed by
UrieBronfenbrenner, an American psychologist, to explain how environments influence the

PARENTAL INVOLVEMENT IN EARLY LITERACY ACQUISITION

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cognitive development of children (Darling, 2007). Bronfenbrenner places children at the center
of ecological systems. Such a system has five different zones: microsystem (immediate
environment), mesosystem (connections), exosystem (indirect environment), macrosystem
(cultural and social values), and chronosystem (changes occurring over time). Thus, schools and
family environments fall within the microsystem, which is the immediate environment
interacting with children. Interaction with the elements of the microsystem within the Ecological
Systems Model involves their individual relationships with caregivers, teachers, classmates, and
family members. Bronfenbrenner observes that the nature of microsystems affects the cognitive
development of children. Considering that the family is the most immediate environment for
children, the support and nurturing of children create positive academic development in children.

2.2 Home Literacy Environments
The home literacy microsystem consists of resources, attitudes, and literacy-based
experiences to support learning among children. Parents support literacy development in young
children by reading storybooks together, which promotes the development of children's
cognitive, language, and reading skills. Further studies have shown that parents can also use
other sources in teaching their children, including newspapers, ...