Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy

College

College of Education and International Services

Program

Curriculum and Instruction PhD

First Advisor

Luana Greulich

Second Advisor

Michael Gayle

Third Advisor

Tammy Overstreet

Abstract

Problem

This exploratory study examines how parents’ past reading experiences relate to their perceptions of their children’s current reading opportunities across home and school contexts. Grounded in longstanding literacy research, the study explores how parent‑led, educator‑led, and child‑initiated reading experiences collectively shape children’s literacy development.

Method

Two research questions guided the inquiry: (1) How do parents perceive their own past reading opportunities? and (2) How do they perceive their children’s reading opportunities at home and in school? To address these questions, a 41‑item survey was developed and administered to parents of children enrolled in K–8 schools. The instrument measured two constructs, Parent Opportunity (PO) and Child Opportunity (CO), reflecting reading experiences with parents, teachers, and through independent engagement. Exploratory Factor Analysis (EFA) was used to examine the instrument’s structure and identify emerging patterns in parental perceptions.

Results

Although this data did not aim to confirm a stable factor structure, the analysis revealed meaningful insights into how parents conceptualize reading opportunities and highlighted items requiring refinement.

Conclusions

The findings validate the relevance of the PO and CO constructs and provide direction for future instrument development. This work lays the foundation for continued research and has implications for strengthening literacy practices through collaborative efforts between families and schools.

Subject Area

Reading (Early childhood); Reading (Elementary); Literacy; Parent and child;

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