Abstract
The importance of establishing effective literacy/reading skills at an early age, preschool to early elementary, is well known and accepted among educators. For students whose heritage language is not English, the influential factors of cultural relevance and parent/family involvement for the acquisition of these fundamental skills are underscored. OneCommunity (OC) Reads is a literacy program focused on enhancing Latino children’s reading proficiency in a culturally sensitive manner utilizing the funds of knowledge of parents/families and community. Using a community-based, participatory evaluation/research paradigm, the impact of OC Reads was examined using both quantitative and qualitative data. Findings indicated parents/families were affected positively, resulting in increased empowerment and involvement in the schools and the community. Themes derived from the qualitative data included (a) broad empowerment, (b) increased mutual understanding and respect, (c) shared responsibility, and (d) academic and reading improvement. Strengths were noted in the areas of culturally sensitive and helpful processes, and additional activities and enhancements. OC Reads’ success in enhancing literacy/reading proficiency with its nontraditional approach of empowering parents and building on the cultural realities of the students gives further credence to the literature regarding the success of such approaches.
According to the International Literacy Association (n.d.), literacy involves the three elements of reading, writing, and communicating. The importance of literacy for effective communication and academic success is accepted nationally and internationally (The Annie E. Casey Foundation [AECF], 2013; Bodovski & Youn, 2011; Ortiz, Ordonez-Jasis, 2005; Strickland, 2010). Although it is globally recognized that literacy is important, the intricacies and complexities involved with acquiring skills in this area are less known (Frankel et al., 2016). As an essential component of literacy, reading is also complex, and all of the influences are not always known. The multifaceted influences affecting the acquisition of essential skills for becoming a proficient reader include cultural relevance, effective instruction, family and community support (Frey & Fisher, 2010; Gonzalez et al., 2006; Lee, 2008; Ortiz & Ordonez-Jasis, 2005; Strickland, 2010). Thus, the intricacies and interdependence of these influences for Latino students are especially cogent.
This article focuses on an initiative designed to engage community members and parents whose heritage language is not English to become actively involved with schools to enhance literacy skills for students. The program, OneCommunity Reads (OC Reads), UnaComunidad Leyendo, works with parents and community members within an increasingly Latino community located in Northwest Arkansas to acquaint them with the school and other community entities. OC Reads works to improve literacy/reading proficiency using a nontraditional approach of empowering parents and building on the cultural realities of the students and parents. Based on a community-based, participatory evaluation/research paradigm, the impact of OC Reads on students’ literacy/reading skills, and the parents and the community as well as lessons learned from program implementation were examined using both quantitative and qualitative data, including interviews and focus groups with stakeholders. The data regarding the success of OC Reads in enhancing literacy/reading proficiency provide further credence to the literature regarding the success of such approaches. What was learned from this unique program and the implications of these lessons for replicating this approach are also discussed.
Literature Review
This section starts with discussion on the national and state challenges Hispanic students sometimes face regarding literacy or reading proficiency. The rates of reading proficiency in Arkansas, the complexities of literacy within the Hispanic community, and previous research on parent-engagement programs are explained. The intricacies involved in implementing a parenting program specifically for Hispanic youth are also discussed.
National and State Challenges
Despite national efforts to increase reading proficiency for children and youth, the number/percentage of students reading at a proficient level remains low. For students of racial and/or ethnic minority, including those of Hispanic descent, the number/percentage is even lower. According to the National Assessment of Educational Progress (NAEP, 2015), for the nation, only 21% of Hispanic youth reportedly read at or above proficient levels compared with 46% of White youth. In Arkansas, 45% of White youth read on grade level by fourth grade as compared with 27% of Hispanic youth (NAEP, 2015).
Literacy is a topic of increasing concern in Arkansas (Adult Learning Alliance, 2017). The National Center for Education Statistics (NCES, 2015) reported that the average reading score for both fourth and eighth graders in Arkansas was lower than the average scores in 33 other states. Similarly, only 32% of Arkansas students were at or above the NAEP’s proficient level of reading, 7% less than the national average (NAEP, 2015), and the percentage of students at or above basic level of reading was 65%. Furthermore, only 109 of the 1,057 Arkansas schools reported proficient literacy scores of 50% or higher in 2015 (Arkansas State University, 2017).
These statistics account for all student groups, with lower scores reported for students of color statewide as it was nationally. Although there has been progress over the years, the results from the 2011 Arkansas Benchmark Exam reported that 29% of Hispanic children did not read proficiently (Arkansas Campaign for Grade-Level Reading, 2012), and the reports from 2013 show a continued 5% achievement gap in proficient reading between White and Hispanic students (Arkansas Department of Education, 2014).
Prior studies report that reading scores at the elementary level serve as a predictor for children’s future success: Children’s third-grade reading scores are reported to be correlated with their eighth-grade reading scores, and these scores are known to be predictive of their grade point average or academic performance in the ninth grade (AECF, 2012). In addition, low levels of literacy during elementary years are reported to decrease the likelihood to graduate high school, which affects other outcomes such as self-esteem and engagement in negative, risky behaviors. Long-term economic consequences include an increased likelihood of unemployment, more time spent in poverty, and a higher chance of imprisonment (AECF, 2012).
Literacy/Reading Proficiency and Heritage Language
For students whose heritage language is not English, literacy/reading proficiency is influenced by individual and systemic variables. Country of origin, age, socioeconomic status, and proficiency in heritage language are examples of individual variables that influence literacy/reading proficiency of Hispanic students (Garcia & Jensen, 2007; Gonzalez et al., 2005; Strickland, 2010). Oftentimes viewed as monocultural, Hispanic students are multidimensional. Attention to these varied realities is needed in classrooms, and instruction that incorporate culturally relevant materials to effectively address students’ literacy/reading progress (Garcia & Jensen, 2007). The literature regarding the effectiveness of classroom practices for addressing the literacy needs of Hispanic children emphasizes a need to recognize and incorporate families and communities as resources.
Parents/families and communities embody both individual and systemic variables. Families, communities, and schools are considered the most influential entities affecting the growth and development of students (Bronfenbrenner, 1979, 2005). Although congruence among these entities is considered optimal for student development, the prevailing standards (i.e., those based on middle-class, White males) inherent in classroom practices cause some children uncertainty and ambiguity between home and school—not all families and communities are acknowledged and/or employed by schools. The influence of these funds of knowledge from homes and communities on students’ receptiveness to and integration of knowledge or skills within schools has been indicated in several studies (Gonzalez et al., 2006; Moll et al., 1992). Systemically, schools are positioned to be more inclusive by recognizing, valuing, and utilizing varied cultural resources within classrooms. Parents/families are a resource that is readily available for use.
Parent-Engagement Programs
Prior studies have shown the link between parent/home involvement, and children’s early language, literacy, math, and social and behavioral development (Magnuson & Schindler, 2016). Recognizing the importance of parent/home involvement, many schools have implemented formal and informal activities to support and engage parents. In addition to the more familiar parent activities such as attending parent–teacher conferences and/or serving as a volunteer in classrooms, informational workshops, discussions, and other activities are deemed necessary by the school. Although it is challenging to evaluate the success of these programs due to the complexity of isolating significant contributing factors (Magnuson & Schindler, 2016), these programs were found to be associated with children’s positive academic outcomes. An example of such programs is the Research Based Developmentally Informed Parent (REDI-P) curriculum. REDI-P was found to be related to children’s improvement in a few areas, including letter sounds, but did not lead to improvement in more advanced literacy skills (e.g., name writing). Although these programs cannot necessarily be expected to increase every child’s academic performance, it is important to further evaluate what parental practices can be targeted for the most effective outcomes.
According to Magnuson and Schindler (2016), the most effective programs appear to incorporate staff training, particularly in their engagement with parents, and to link parenting practices with targeted skills. Parent University, launched in North Carolina public schools in 2008, partnered with local university researchers to provide courses, symposia, and workshops for parents in underserved and marginalized communities (Portwood et al., 2015). The researchers noted that communication and trust between the school and parents were critical in parent engagement. They also confirmed the challenges in evaluating the effect of parent-engagement programs on children’s academic outcomes, but they provided additional supporting evidence for the positive relationship between parent-engagement programs and children’s academic performance.
The Community Action Network (CAN) program is an example of parent-engagement programs specifically targeted for a low-income, Latino community (Lawson & Alameda-Lawson, 2012). CAN represented the partnership among a local community organization, a university social work department, and a school district. It provided English as a Second Language classes, school readiness programming, and homework support to parents in the community, and promising results were reported for the impact of these additional resources on children’s academic success.
Marschall (2006) argued that the reported gap in Latino student achievement was due to the mixture of poverty, school segregation, and lack of bilingual programs and parental involvement, and nominal, if any, Latino school personnel. She further suggested that building stronger school–parent relationships and encouraging parent engagement can be done through governing arrangements and Latino political incorporation, along with school organization and programs.
Overview of OC Reads
OC Reads is an Arkansas Grade-Level Reading Community Solutions Initiative. It was designed to incorporate cultural relevance within literacy practices for students whose heritage language is not English, and to empower parents to work with and advocate for their children in an increasingly Latino community in this area of the state. It was established and partnered with schools to expand parent engagement, and to enhance Latino child/youth reading proficiency and academic success in a culturally sensitive manner. To address the incongruence between homes and schools (Bronfenbrenner, 1979, 2005), OC Reads initiated a two-pronged approach to literacy advancement. One program, Parents Taking Leadership Action (PTLA), focuses on parent empowerment and the other, Feed Your Brain (FYB), is a community-based summer program that employs culturally relevant activities to engage students in reading. Active within the Latino community, OC Reads works with local media outlets and participates in community festivals to promote positive academic and social outcomes for children and the youth. An example of the program’s positive messaging is a program on the local Latino radio station discussing bullying and chronic school absences, and commercials promoting the importance of reading.
PTLA is a school-based parental engagement and leadership program developed to strengthen Latino parents’ comfort and leadership within their children’s school as a way to advance reading/literacy proficiency. PTLA partners with the school district’s existing family literacy program, which helps parents learn English and encourages them to spend time in their children’s classroom. PTLA provides weekly classes throughout the academic year to Latino parents using interactive activities and educational involvement. These classes are intended to highlight parents’ unique contribution to their children’s school system and community, and strengthen communication among various stakeholders. The program lasts throughout the academic year and concludes with a parent legacy project. This parent-driven project results in a tangible product regarding a current issue affecting the school or community. For instance, prior legacy projects involved the development of radio advertisements to address school bullying and internet safety, which were then aired on Spanish-language radio. During the 2015–2016 academic year, PTLA was offered in two primarily Latino community-based schools, involving 48 parents.
FYB was developed to address summer reading loss for Latino youth. OC Reads worked with three schools in the summer to provide weekly, lunch-time literacy events incorporating music, dance, and reading. FYB provides incentives and prizes for reading books and encourages the whole family to attend. During the summer of 2016, the program documented that 25 children participated and read 1,800 books.
Method
Procedures of Sample Selection and Data Collection
To evaluate the impact of OC Reads, the research team collaborated with program administrators to ascertain how and what they would like to know about the program to determine its effectiveness. Following a community-based participatory research approach, the researchers and the program administrators had several discussions regarding the impact of the program and how it could be determined. The administrators of OC Reads provided the research team with quantitative data on student reading scores and were integrally involved in developing questions for individual interviews and focus groups. The semi-structured questionnaire drafted for interviews and focus groups inquired about the participants’ perspective on the process and outcome of the OC Reads program, including its strength and challenges.
The quantitative data for this study were reading scores for all students whose family participated in PTLA and/or FYB, which the OC Reads administrators obtained from the school district. Specifically, the study utilized the Measures of Academic Progress (MAP) scores collected at the beginning and end of the academic year 2015–2016 for 42 students whose parents had participated in PTLA, 12 students from one elementary school, 10 from another school, and 20 from the third school, to evaluate the effectiveness of the program on students’ reading proficiency. Similarly, the MAP scores were collected in spring 2016 and fall 2016 to determine summer reading/learning loss for 36 students who participated in FYB, 20 from one elementary school and 16 from another school. The data were limited to children in kindergarten through third grades as they were the main targeted population of the program. Some families participated in both PTLA and FYB.
For the qualitative data of the study, four mothers were recruited utilizing convenience sampling and asked to participate in a focus group. These mothers participated in both PTLA and FYB at least over one academic year and one summer. All the mothers were from Mexico. In addition, a focus group was conducted with five of their children. To gain a broader perspective of the process and outcome of OC Reads, individual interviews were completed with a principal and two literacy specialists from two schools that have witnessed this program in their schools as well as the two administrators of OC Reads.
Data Analytic Methods
First, students’ MAP scores collected by the school in 2015 and 2016 were compared to assess whether their reading abilities had improved or not. These scores indicated students’ current reading proficiency in comparison with the 2015 Rasch Unit (RIT) scaled norms provided by Northwest Evaluation Association (NWEA, 2015). Particularly, students’ MAP scores were examined in the context of how the organization defined the program success. The OC Reads program staff and administrators considered success when (a) students who were reading at grade level maintained grade-level reading proficiency; (b) students who were reading below grade level were reading at grade level; and (c) students who were reading below grade level improved their reading abilities significantly even though they were not yet reading at a grade level. In this study, students’ improvement was considered significant if their test scores increased by more than the growth norm for their grade (NWEA, 2015). The growth norms for kindergarteners, first graders, second graders, and third graders were 10.3, 10.8, 9.5, and 7.3 point increase, respectively.
In regard to the qualitative data, the recorded focus groups and interviews were transcribed, and reviewed by the members of the research team. The three members independently coded identifying emerging themes, and discussed the themes as a group. Based on these independently identified themes, consistent themes and subthemes were subsequently developed. Several methods were used to ensure the reliability and validity of the study findings. One of these is the inclusion of several stakeholders in the study sample with different perspectives (i.e., parents, students, school faculty, and program administrators), which is described as “crystallization,” which involves viewing the same phenomenon from various angles (Ellingson, 2009). The research team also provided detailed quotes for each emergent theme to enhance the study’s credibility and made an effort to document clear understanding of the participants’ views to ensure a broader, in-depth perspective of OC Read’s impact, strengths, and challenges was provided.
Findings
Student Reading Scores
As previously stated, the current study utilized the MAP scores the school district provided. Students’ reading scores at the beginning and end of the programs were compared to assess whether the reading scores had changed significantly after their participation in the program. The students’ reading scores improved by 15.7 points (SD = 9.49) on average from the beginning to the end of the program, ranging from −3 points to 47 points.
As noted previously, the students’ reading scores were also examined in the context of how the program had defined its success, and the findings are presented in Table 1. The majority of the students experienced stability or improvement in their reading proficiency. For example, 59% of the students (n = 46) who participated in FYB or whose parents participated in PTLA were reading at or above the grade level at the end of the program while the comparable percentage was approximately 35% (n = 27) at the beginning of the program. Although not reading at the grade level at the end of the program, 14 students (17.9%) experienced significant improvement in their reading scores, meaning that their test scores increased by more than the growth norm for their grade.
Changes in Student Reading Scores From Program Perspective: N (%).
Note. FYB = Feed Your Brain; PTLA = Parents Taking Leadership Action.
However, it was observed that four students were reading at or above the grade level at the beginning of the program, but their reading performance went below the grade level at the end of the program: Their reading scores increased by 5.5 points (SD = 5.2) on average during the observational period, ranging from 1 to 13 points. Thirteen students’ reading scores improved, but their score change was not as large as the growth norm for their grade: Their reading scores increased by 6.1 points on average, ranging from 3 to 9 points. The reading scores decreased for three students.
Focus Groups and Interviews
The findings from the qualitative focus groups and interviews have been organized around the themes that emerged for the two categories, program impact, and program strengths and challenges. In regard to the impact of OC Reads, four themes emerged: (a) broad empowerment; (b) increased mutual understanding and respect; (c) shared responsibility; and (d) academic and reading improvement. For the category of OC Reads’ strengths and challenges, the emerging themes include (a) culturally sensitive and helpful processes, (b) additional activities and enhancements, and (c) challenges and suggestions for improvement. To protect the participants’ confidentiality, the participants are referred to by their role within the program.
Impact of OC Reads
Broad empowerment
When exploring the impact of OC Reads, a theme that emerged repeatedly from different participants was a perception that the families involved were empowered in a very broad way. This theme was highlighted especially when the participants were discussing PTLA but this impact was recognized in relation to FYB as well. This theme had the following subthemes: (a) feeling of empowerment within families, schools, and communities after learning about the school system and the community; (b) increased levels of confidence in approaching teachers and principals; and (c) increased levels of independence and comfort in other aspects of their lives.
Consistently, the mothers spoke of their involvement in the program in very positive terms and they acknowledged much of this was due to their increased understanding of both the school system and the resources within the community. The program administrators noted that one of the major goals of PTLA is to provide information on a broad range of resources families can access and to help them understand how they can utilize these resources. An example of such resources that was brought up was the police department. During one of the PTLA meetings, the police chief was invited, and this personal exposure helped the mothers reduce the fear they had had in approaching the police. Other events that were intended to facilitate parents’ expanded knowledge of community resources included personal contact with the mayor’s office, attending a city council meeting, and a tour of the local University.
The mothers perceived they were better able to help their communities, children, and even husbands with the knowledge they gained. One parent participant described her life before PTLA and afterward, showing evidence of a stark change. She stated, “PTLA has changed my life . . . I have changed a little after coming from Mexico, without any language, without any information, without knowing anyone. PTLA opened a big door for me.” Another stated, “It’s like we are super motivated. It’s contagious. It helps us want to extend the support out to the community and share the information we have learned.”
In addition, OC Reads administrators provided the PTLA participants current data regarding their community and school system, as well as information on steps to take when further advocacy was needed. Some of the shared data included academic proficiency scores, school graduation rates, and demographic information. An OC Reads administrator stated, “School data was shared with the parents to convey the importance of their involvement in making changes in their school system and helping their child.” Another administrator commented, “Giving the tools that parents don’t know (about), where to go. We just give them the chain of command. That way they know the order of how to resolve problems.” This same person reflected on the effect this knowledge has had on the participants. She stated, They start to realize that they can do a lot of things, not only stay at home. I think that they are getting stronger, we have seen improvements in them. They are taking the lead on creating events to help the schools and also the community.
An example of this increased empowerment and strength can be seen in a participant’s comment: PTLA has helped me a lot to make me realize that we mothers are leaders and that we can help our children. It gives me the opportunity to know the school personnel and I do not have to fear to speak to the director, the teachers.
As seen in the previous comment, the result of this new knowledge is an increased confidence level when addressing concerns or approaching their child’s teacher or principal. The participants consistently reflected that initially they were often very quiet or unsure of how to bring up issues with their child’s teacher. In regard to this hesitancy, one mother commented, “Earlier in the teacher’s meeting I would just say everything is going good. But now my approach has changed. I ask the teachers, ‘How is (child’s name) doing? Do I need to help him more?’” This confidence seemed to emerge into other areas of their lives as well. For instance, in the past, the mothers often were anxious when going to different places in the community. They often depended on their child to speak for them and wanted them close by when they were out in the community. One youth participant stated, “It’s different because she understands more. She doesn’t need me right beside her all the time now.” The literacy specialist confirmed this increased confidence specifically witnessed in the PTLA parents: I think that without OneCommunity the parents would not have the confidence or know-how to get involved in the community, or in the schools. I’ve seen a difference between the family literacy programs that have PTLA and those that don’t. For instance, this program has OneCommunity involved, they know how and what to do to get involved, as opposed to another school (that doesn’t have PTLA), they want to get involved but they’re not sure how.
Increased mutual understanding and respect
As the participants became more empowered, their involvement within the schools increased. Per the interviews, this emerging parent engagement facilitated a greater respect or understanding by the school personnel. For example, the school began to understand that non-English-speaking parents do care about their children and their academics; they simply did not know how to be engaged. The principal commented, “They come up here and do things for the school, do things for the faculty, be in their child’s classroom, help with different projects. We absolutely see them involved outside of the required class time.” She also reflected that PTLA participants are more involved in the school than others who do not participate in PTLA because “they feel more comfortable cause they have relationships with adults in the building.” This increased engagement was clearly seen as positive but also required a slight learning curve for the school staff. An example of this broader understanding by the school system is reflected in the literacy specialist’s comment: They [school staff] are learning that parents really do want to be involved and that if the schools will provide, for instance, the translation that parents need to know what’s going on in the schools, parents are ready to jump in and be a part of their school and take ownership of it. If they didn’t have OneCommunity to show them how to get involved they just wouldn’t.
All the study participants commented that the greater engagement by the parents contributed to an increased understanding of one another.
The parent and youth participants also reflected on an increased understanding or respect of one another. For instance, all the parents recognized that some of the information they learned in their PTLA classes contributed to an increased understanding of their children and their strengths. Based on a class that outlined and discussed multiple intelligences, parents reported recognizing strengths their children have; thus, they were better able to support their child. The mothers reported some clear examples of how this increased knowledge contributed to increasing their child’s success in school. One mother explained a time where she was very frustrated with her son because she continued to get notes from his teacher regarding his behaviors. The teacher complained that he was very hyper and was always talking too much. She even took him to a doctor to see whether he needed to be on medication. The mother explained, In the program, I learned how leaders are developed and that gave me some pointers on how to deal with my son. I helped him understand his boundaries a bit more. It really helped me see him as a leader and helped me guide him.
In this particular circumstance, the mother was able to reframe her child’s behavior not only for herself but for the teacher, subsequently helping him succeed in the classroom. Supporting this kind of knowledge learned, another mother stated, “In my case the program helped me discover the talent/strength of each child and then I helped them to develop it. I learned to really look for those in each one of my children.”
The children also expressed a lot of pride and excitement in frequently seeing their parent at school and perceived their relationship with parents were closer now. One youth stated, “I like my mom there because she gets me more involved. I like it because she gets to know my teachers. That way she feels greeted every time she goes to my school.” Confirming this sense of respect coming from her child, a mother commented, The program has helped me a lot understand my children. I can see the difference that going to the program makes in my children . . . It helps me feel good about myself because I feel important . . . the kids greet me and my son tells everyone, “she is my mom.”
In addition, parents completed a legacy project: They created and implemented public service announcements for a Spanish-language radio station discussing the importance of reading and anti-bullying campaign. This experience also emerged as another source of pride for the participants, both for the children and for the mothers. One youth stated, “We hear them on the radio and it tells people about safety and no bullying because bullying is bad. I was so proud of her. She wasn’t even nervous.” The parent participants also described that their husbands were proud of them when they heard them on the radio and were more likely to support their efforts.
Shared responsibility
Another emergent theme described throughout the interviews and focus groups was a sense that all were responsible when it comes to investing in the children, schools, and the community. This shared responsibility contributes to the success within each school. Because of their increased understanding, schools reach out more to the parents and were more comfortable with parents’ engagement. Similarly, due to their increased involvement and understanding, parents were able to contribute to the school in real, tangible ways. In addition, with parents’ increased engagement, they were more aware of what was going on with their children academically and behaviorally. This follow-through between the school and the home environment led to more academic support for children.
An example of the collaboration between the parents and the school was described clearly by the principal participant. She stated, One of the things that I associate with PTLA is identifying things that could be better and looking for solutions or identifying ways they could help. So I do see them coming to me and helping problem solve . . . If they see something that they wonder about, want to learn more about, they’ll come and ask and sometimes even have ideas for how to improve those things. So I do see them coming and using that thinking and the reflective and communication skills that they’ve been practicing in PTLA.
Confirming this emergent theme described by the principal, an OC Reads administrator made the following statement regarding how parents are giving back: They are taking the lead on creating events to help the schools and also the community. They have created fundraising days where they help . . . I think not only OneCommunity is getting stronger but I think everybody is, both parents, schools, and the community . . . The community is also seeing that parents are the ones taking the lead to make changes in the community.
According to all of the participant mothers, this sense of shared responsibility emerged for the fathers as well, even though they were not directly involved in the OC Reads program. The participants reflected that the fathers became more interested in helping with children’s schoolwork and being involved when they witnessed the mothers’ increased engagement. For instance, one mother stated, Dads may be a little hesitant because they come from a country that is very “machismo” so they don’t want to participate and may feel it is a waste of time. But when they see a change in the kids, their behavior or progress in school, they are like, “Let me give you a ride to school. What else can I do?”
Similarly, another mother commented on this shared responsibility: The program has helped me see that we need to work as a unit and so even though my husband works very hard for the family, I have to reach out to him and ask him to be more involved, reading to them, and going to school whenever necessary.
Confirming the effect the program had on her husband, another mother commented, I was the one who would ensure that they got their school work done, has gone through their work, has forms signed. Now he makes sure the homework is done, helps sign forms . . . So there has been a change.
Finally, the parent participants reflected that because of what they learned, both in PTLA and FYB, they perceived a responsibility to share this information with other members of their community. This sharing was sometimes one-to-one with a friend, speaking at public forums, or broader community public service announcements. The participants commented that they learned so much and wanted others in their community to reap a similar benefit. An example of this subtheme is reflected in one parent’s statement regarding a public service announcement she participated in. She stated, “What has touched me is how the ads help other schools. For example, hearing the ads on the radio related to bullying or internet safety.” Complementing this statement, another mother commented, I have gone to give testimony at a festival, and other parents said they don’t have that [PTLA] at their school. There are schools out there who are interested in this program. We need to expand much more, not just cover 3 schools but expand.
Academic and reading improvement
It is important to evaluate whether the participation in these programs helps with children’s academic and/or reading success. From the qualitative data, both parents and youth shared their subjective perception on children’s improvement. These improvements were seen in the form of increased confidence as well as advancement in reading scores. Participants consistently perceived that FYB contributed to their success particularly when they went back to school following the summer break. Some of the comments include the following: “I get on higher (reading) levels if I read more. Now I’m on letter-L,” “It raised up my MAP testing score,” and “For me it helped me pass my Accelerated Reader test.” Parents also confirmed that their children were doing better in their reading and academic performance. For example, one parent stated, “My son’s reading level has really gone up since participating.” One mother participant also noted that the program provided guidance to her when her child was struggling in the classroom. Another mother reflected on knowledge learned in PTLA and how she transferred this information to encourage her son in reading. She commented, “It really helped me learn how to use his passion to help motivate him in his reading.”
OneCommunity: Strengths and challenges
Culturally sensitive and helpful processes
The OC Reads program recognized culture was integral to any effective literacy program. For example, one of the administrators commented, We always work with bilingual books and making it relevant to their culture . . . We understand that they already have a culture of experience with education from their countries. All we’re doing is transferring what they already know.
This respect for their culture was echoed consistently by parent participants. The participants perceived that respect for their culture was embedded throughout the program strategies. One mother stated, “I think the program is very respectful of my culture but also helps me relate to this new culture because it is very different.” It is also important to note that the facilitators of both PTLA and FYB were of similar heritage as the Latina participants and this was noted as positive by the participants. Similar to the respect for one’s culture, the participants perceived that the program showed respect for the parents’ personal knowledge and authority. For instance, an OC Reads administrator relayed, “We don’t lecture to them, we are here to learn from them” and “The schools can learn from them too.” This belief that the home/native culture needs to be respected, and the sensitivity to authority were incorporated throughout the learning process of both PTLA and FYB.
Activities and incentives
The different approaches or methods used by the program to highlight the importance of reading and that reading is fun were mentioned by all participants. An example of this unique branding involves the program’s use of music and dance, which was integrated into the summer reading program. The program’s ability to connect music to reading was very effective in making reading fun, making a significant impact on youth participants. For instance, one youth participant commented on the dancing and singing, “For me it gets me cheered up and it made me stay on track.” Another impactful strategy implemented by FYB was the use of incentives that were offered to youth for the books they had read. The child participants consistently mentioned various prizes they had received. Examples of this subtheme include the following: “I think it was fun because we got prizes, and it challenged us to read more books,” and “I like FYB because it gave us school supplies.”
Finally, it is important to note that parents were also encouraged to come with their children during the summer program. During these sessions, children took turns reading a book aloud along with dancing and music. English and Spanish versions were read simultaneously to involve all participants, particularly, the parents who usually were not quite comfortable with English.
Challenges
Areas of improvement were also noted by the participants along with suggestions. The parent participants discussed that some of the community members may have fear of what they would be asked or what would be presented during the program. A few mothers stated that some members of their community are a little closed-minded about the program. They also noted that many believe they already have so much going on in their lives, and thus do not have time for anything else. In some cases, people do not know the benefits of the program because they simply believe that it is a program teaching English. To address this issue, the parent participants suggested that the program would need to do a better job explaining the broader impact and benefits of the program to the members of the community. For example, one mother stated, “I guess being able to distinguish that this is going to influence your children and even in a bigger way. That it’s going to help all the way around.”
The parents also reflected that the program might consider using different strategies to recruit participants for both PTLA and FYB. They specifically suggested that the program needs to share more about what the participants will learn, perhaps using bullet points, when advertising the program. One mother stated, . . . this will give you a lot of really great life lessons, not just English but lessons on your family, your children (that) helps you gain confidence to be able to express yourself. And learn(ing) these things are going to help you in the long run.
Another recommendation by the participants was that teachers need to be more intentional when explaining the program and recruiting participants for the program: Teachers could share with parents tips on how to check on their child’s reading scores and how to select books the child should be reading. The participants also stated that many people in the community did not know FYB, and the program should be announced or presented during the end of the school year. It will allow parents to utilize this resource as they plan for their children’s summer activities.
Additional recommendations suggested by the participants involved the FYB program. A few mothers perceived that their children were reading books very quickly in the summer to get the prizes, and they questioned whether the children actually comprehended the contents of the books. Their recommendation was to put more emphasis on comprehension, and one method may be to administer a comprehension test. Some parents wanted FYB to be offered more frequently or for longer periods. Others suggested a follow-up program during an academic year because they thought that their children could benefit from incentives that would encourage their reading during the academic year.
Discussion
OC Reads provides a unique and nontraditional approach to advancing literacy among students whose heritage language is not English. Nontraditional approaches emphasize reciprocal interaction between schools and families (Ada & Zubizarreta, 2001; Morillo-Campbell, 2006; Paratore, 2005) and are based on a strength perspective, building upon families’ culture and strengths, and integrating communities into school systems (Arias & Morillo-Campbell, 2008). Second, OC Reads engages parents and enlists the community as sources of support subsequently embodying the prevailing themes in the literature about the importance of these funds of knowledge for children’s success in schools (Moll, 2015; Moll et al., 1992; Ortiz & Ordonez-Jasis, 2005). Major findings from this study indicated that parent empowerment does affect children’s growth and development in and outside the school, cultural resources are important and relevant for literacy/academic achievement, and the school’s role, responsibility, and contribution are critical in engaging parents and their students within the educational process.
Working with parents, empowerment, and voice were major foci of the OC Reads program. Reflecting the literature about the need for schools and educational organizations to invite and, more importantly, to hear the voices of parents regardless of the language spoken or socioeconomic status (Gorski, 2013; Jasis & Ordonez-Jasis, 2012), the study findings underscored the positive effects accrued when this process is followed. Using interactive, culturally responsive approaches that engage parents and their children nurtures both the first and second language by using bilingual books and materials during FYB. Children learn English in school and learn to read in their native language while parents teach their children to read in their native language and learn English while reading bilingual books with their children. The entire family’s literacy development and family involvement are strengthened affirming the work of Gorski (2013) and Magnuson and Schindler (2016). Having reading materials in Spanish and English facilitated a well-known literacy practice, reading with their parents (Frankel et al., 2016; Strickland, 2010). This practice is especially important for children whose heritage language is not English because it promotes literacy in a culturally relevant way using their language which engages them and expedites their acquisition of English (Gonzalez et al., 2006; Ortiz & Ordonez-Jasis, 2005). Consistently embedded into the program was the value of the two-generation approach, and the incorporation and close connection to one’s culture and funds of knowledge (Gonzalez et al., 2006; Moll et al., 1992), which are not always acknowledged by schools.
The findings of the study provides evidence that with the right supports, parents want to be engaged and involved in their child’s school. The participants in the program were mainly the mothers of the children. As their knowledge increased, the fathers began to assist with school paperwork and homework. In other words, the entire family was engaged. The study also affirms the importance of using a culturally similar stakeholder or liaison to recruit and sustain such a program. The facilitator of the programs was an alumnus of the district’s family literacy program, is an English learner, has three children attending schools in the same school district, and is from the same town of several of the participants. This common background assisted in building trusting relationships with participating parents, and bridging language and culture in their respective schools, which is critical in parent engagement (Portwood et al., 2015).
Parents also reported the effects of the program went beyond the school grounds. As they grew in their advocacy for their children, they became leaders within the community, championing involvement in schools via more traditional ways (volunteering in classrooms, talking with and questioning teachers about their children, etc.) to others in the community who were less familiar and/or comfortable. The parents were empowered to problem-solve and share their learning in the form of Legacy Projects (i.e., graduating projects designed by PTLA participants). Several projects included the development and airing of public service announcements for Spanish-language radio on topics that parents wanted to share with the broader community such as anti-bullying, chronic absences, internet safety, and importance of reading. Connecting and empowering people to achieve things they never thought possible is the epitome of literacy as noted by the International Literacy Association. Parents involved with OC Reads had little, if any, doubt that all parents cared for and wanted better for their children, but they were not sure how to assist and become involved. This program helped them in this regard and they were anxious to share this knowledge within the community. Its effects moved beyond those involved in the program to the larger community via the media, community meetings, and other venues providing further credence to Bronfenbrenner’s ecological theory of how varied entities, that is, school, families, community, and so on, are implicated in the development of children (Bronfenbrenner, 2005). This was evidenced in the children’s responses as well as the parents.’
Those within the schools learned the importance and implications of cultural relevance and parent engagement for student achievement. Preconceived perceptions that parents of linguistically different students did not care about their children were not unique to this school and/or this area with its increasing Latino population (Ortiz & Ordonez-Jasis, 2005). However, these perceptions were challenged by the parent involvement that emerged via involvement in PTLA and FYB. The programs provided convincing evidence that parents do care and will become engaged in the schools in commonplace ways when approached in appropriate ways. In addition, they noted the merits of having parents involved/engaged in the schools. The cultural exchange benefitted both parties: Schools better understood the needs of the students and their families and, likewise, parents/families received additional insights on their children’s strengths.
Limitations
This study does involve some limitations. As the study was conducted with a small sample of primarily Mexican American mothers, it is unknown whether OC Reads would result in similar perceptions for others in the program or other communities. The gender, socioeconomic, and geographic makeup of the study participants was narrow; therefore, the generalizability of the findings is limited. Although the findings suggest positive perceptions of academic success and improvement of literacy for those involved youth, it should be noted that academic performance was not documented: This study only explored the perceptions of OC Reads’ impact, and it does not present any evidence toward other academic outcomes. Another limitation of the study is that none of the primary researchers involved in this study were of Mexican heritage or spoke Spanish. A Spanish-speaking interpreter was available during the focus groups, but there can be inaccuracy in the interpretations.
Although this study provided the perceptions of one group of OC Reads participants, future research should involve a greater number of participants and youth academic outcomes to measure student success. Exploring the perceptions of other school administrators, participants from other schools, and other community members would result in more generalizable implications and provide greater insight into the depth of OC Reads impact.
Footnotes
Acknowledgements
The authors would like to convey appreciation to the Winthrop Rockefeller Foundation for the financial support of the project.
Declaration of Conflicting Interests
The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Funding
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The Winthrop Rockefeller Foundation provided funding for this study.
