ABSTRACT

Gathering qualitative data at three school sites through observation and interviewing provided specific insights into the life of parents and children in specific local contexts that do not tend to be captured with quantative surveying and assessment. Out of these qualitative data, multiple stories of communities, families, schools, and children emerged and were mined for improving the effectiveness of literacy approaches. In communities that were generally categorized as poor, for example, but without more specifics about gradations and particularies of this broad category, we see through this research differences and similarities among mothers and families that provide further understanding of how literacy learning does or does not connect within people’s daily lives.