Document Type


Publication Date



College of Education


Department of Education


Maintaining reading proficiency throughout summer months is problematic for struggling readers. Conceptually framed by sociocultural constructivism, the purpose of this study was to determine parents‘ knowledge and understanding of effective research-based literacy instruction and to establish the participants‘ perceived effect of their participation in family literacy training on their elementary children‘s reading achievement. In this qualitative case study, the influence of family literacy training on summer literacy practices of three families with elementary children was examined. Data were collected using individual interviews with three parents. Interview transcripts were analyzed using an inductive analytical approach. The results of this study demonstrated that all participants benefitted from their attendance at the family literacy workshop and subsequently implemented their new knowledge about literacy strategies within their families. The findings further show that fostering an attitude of enjoyment for reading in their children became a priority for each family. This study contributes to the body of knowledge needed to address summer reading loss by concentrating on training parents in effective family literacy practices in order to raise reading achievement scores in struggling readers. If left unmitigated, the reading loss compounds throughout the elementary grades, potentially resulting in 1 to 1 1⁄2 years of reading loss by Grade 6. By empowering parents with effective family literacy tools, the potential for student reading achievement increases. When reading achievement increases, students are equipped with the opportunity to become lifelong learners, thus positively impacting social change by decreasing low school achievement and dropout rates, joblessness and welfare dependency, and home and community violence.