Date of Award


Degree Type


Degree Name

Master of Education




Dr. Rosamund Stooke


Using a qualitative lens, this study investigates practitioners’ perspectives on

family literacy and school readiness. Data collected in the form of semi-structured interviews, using both closed and open questions, provided the information needed to explore participants’ perspectives. The findings of this study showed definitions of family literacy spoke of supporting and equipping parents with knowledge in order to educate their children. Programs were created to enhance children’s literacy development and prepare them for entry into formal schooling. Understandings of what it means to be ready for school were not consistent among participants; however, understandings of literacy point to an autonomous model of literacy. Emerging from this study is the need to locate a third space of literacy for children to move about in and create a continuous flow of values and norms between home and school.



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