Abstract
The purpose of this study is to identify how parents perceive dialogic book reading workshops that they participate in, and how cultural backgrounds affect these perspectives. Four native English-speaking mothers, and one Spanish-speaking mother with preschool-age children participated in this study. After two dialogic book reading workshops, parents participated in focus groups to discuss their perceptions. Participants noted three positive themes including motivators like incentives and childcare, positive influences, and effective adaptations in their reading routines with their children, and how the workshops were structured with helpful facilitators, supplemental materials, and content. Participants suggested various ideas for improvement. The Spanish-speaking participant mentioned more familial benefits, while the English-speaking participants focused on individual benefits. Overall, parents perceive dialogic book reading workshops as positive experiences that positively impact their families across cultures.
Degree
MS
College and Department
David O. McKay School of Education; Communication Disorders
Rights
https://lib.byu.edu/about/copyright/
BYU ScholarsArchive Citation
Slocum, Camille, "Parent Perspectives of a Dialogic Book Reading Workshop" (2024). Theses and Dissertations. 10399.
https://scholarsarchive.byu.edu/etd/10399
Date Submitted
2024-06-10
Document Type
Thesis
Handle
http://hdl.lib.byu.edu/1877/etd13237
Keywords
dialogic book reading, focus groups, parent perspectives
Language
english