Date of Award
5-18-2018
Document Type
Dissertation
Degree Name
Doctorate of Education, Ed.D.
College
College of Education
Department
Education
First Advisor
Mark Jimenez, Ed.D.
Second Advisor
John D'Aguanno, Ed.D.
Third Advisor
Sue Zientara, Ph.D.
Abstract
The development of literacy skills prior to the classroom has been established as essential for future school and life successes. However, the present achievement gap between lower-socioeconomic neighborhoods and their higher-income counterparts illustrate vast dissimilarities in early childhood provisions for quality reading materials and instructional aides. In an effort to bridge the educational breach, a collaborative, storytelling-based program entitled Kid Forward was introduced to five nationwide families as a means of assistance for early childhood literacy development. Through the use of demographic surveys, interviews completed before and after the program implementation, and exit surveys, the action research study examined early childhood home-based literacy activities performed and the effects of Kid Forward on literacy learning in the home. The results of the investigation found that the primary element of Kid Forward, story creation, built confidence and skills in creativity, language development, and conversation; traits necessary for fruitful progression from kindergarten to adulthood.
Recommended Citation
Smith, J. (2018). An Action Research Investigation into an Early Childhood Digital, Storytelling-Based Solution (Thesis, Concordia University, St. Paul). Retrieved from https://digitalcommons.csp.edu/cup_commons_grad_edd/207Included in
Curriculum and Instruction Commons, Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Other Education Commons