This study examined one mother's beliefs about reading, including the roles she assumed in the reading development of her three school-aged children, all of whom had diagnosed learning disabilities. The study focused on Lyn, a lower-middle class, suburban, Caucasian woman. Data collected from Lyn's children and five of Lyn's children's teachers broadened the perspective of Lyn's reading beliefs.
My role as portraitist in the study allowed me to develop intimate relationships with each of the study actors as I searched for meaning in data I collected over a period of 11 months from Lyn, each of Lyn's children, and five of Lyn's children's teachers. Data collection methods included in-depth interviews and ethnographic observations in multiple ecological environments. Collected artifacts, field notes, and conceptual memos further clarified the meaning of interview and observation data.
Analysis of data revealed that Lyn's beliefs were shaped by her early reading experiences in school. The reading beliefs Lyn developed as a child persisted into her adulthood and exerted substantial influence on the roles she assumed in her children's reading development. The completed portrait reveals tensions within and among the portrait actors' reading beliefs and reading behaviors.
Findings from the study demonstrate that a parent's beliefs may be the key that unlocks the door to a more comprehensive understanding of how her children develop as readers in multiple ecological environments.
|Commitee:||Shimizu, Hidetada, Werderich, Donna|
|School:||Northern Illinois University|
|Department:||Literacy and Elementary Education|
|School Location:||United States -- Illinois|
|Source:||DAI-A 75/10(E), Dissertation Abstracts International|
|Subjects:||Early childhood education, Literacy, Reading instruction, Developmental psychology, Individual & family studies|
|Keywords:||Mother's beliefs, Parental influence, Reading, Reading development, Reading education|
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