Abstract

This paper takes a deeper look into how children’s literacy development can be supported at home. Specifically, the paper examines the use of home literacy bags that are directed towards the students’ specific needs by exploring their family background and home literacy environment. First, I explored the research on family perceptions of literacy, children’s perceptions of literacy, home literacy practices, and home-school literacy partnerships in a literature review. Next, I created a literacy-based curriculum consisting of ten home literacy bags. This paper outlined a home-school literacy intervention in my future classroom. The information was obtained from my junior and senior student teaching internship as well as professional journal articles. I created home literacy bags in order for future teachers to use with their students when working and focusing on phonemic awareness. The bags are designed to fit each student's interests or needs in order to increase their literacy motivation and engagement. My findings consisted of a greater understanding of the specific language needed in order to properly connect with each student. While creating each home literacy bag, I found that dense language was very prevalent and needed to be written in a way that the audience would properly understand the message. This thesis provides ten home literacy bags focusing on a variety of topics, including children’s books, backgrounds, and technology. Students are impacted by the materials provided to them as well as their own environment.

Thesis Completion

2021

Semester

Spring

Thesis Chair

Michael-Luna, Sara

Degree

Bachelor of Science (B.S.)

College

College of Community Innovation and Education

Department

School of Teacher Education

Degree Program

Early Childhood Development and Education

Language

English

Access Status

Open Access

Release Date

5-1-2021

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