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The Power of Parents: A Mixed-Methods Study of Early Literacy Development at Home.

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Title: The Power of Parents: A Mixed-Methods Study of Early Literacy Development at Home.
Authors: Mokhtari, Kouider1 kmokhtari@uttyler.edu, Nash, LeAnn R.2, Fatima, Hina3
Source: School Community Journal. Spring/Summer2026, Vol. 36 Issue 1, p19-44. 26p.
Subject Terms: *Parenting, *Emergent literacy, *Parenting education, *Children's language, *Mixed methods research, Community-based programs
Abstract: This study evaluated the Parent-Powered Literacy (PPL) Project, a nine-month, community-based initiative designed to strengthen parents’ capacity to support early language and literacy development among children from birth to age four. Seventeen families participated in the program. Using a mixed-methods design that included surveys, literacy activity logs, structured assessments, interviews, and field observations, the study documented significant growth in both the quality and frequency of home literacy practices. Parents reported greater knowledge, confidence, and awareness of literacy resources, alongside a total of 62,629 minutes of shared reading sustained over seven to nine months. Qualitative findings further revealed enriched parent-child relationships, heightened motivation, and expanded literacy routines. Collectively, the results indicate that the PPL Project effectively enhanced home literacy environments and empowered caregivers, demonstrating its potential as a scalable and community-driven model for promoting early childhood and family literacy development at home. [ABSTRACT FROM AUTHOR]
Copyright of School Community Journal is the property of Academic Development Institute and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The Power of Parents: A Mixed-Methods Study of Early Literacy Development at Home.
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  Data: <searchLink fieldCode="AR" term="%22Mokhtari%2C+Kouider%22">Mokhtari, Kouider</searchLink><relatesTo>1</relatesTo><i> kmokhtari@uttyler.edu</i><br /><searchLink fieldCode="AR" term="%22Nash%2C+LeAnn+R%2E%22">Nash, LeAnn R.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Fatima%2C+Hina%22">Fatima, Hina</searchLink><relatesTo>3</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22School+Community+Journal%22">School Community Journal</searchLink>. Spring/Summer2026, Vol. 36 Issue 1, p19-44. 26p.
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  Data: *<searchLink fieldCode="DE" term="%22Parenting%22">Parenting</searchLink><br />*<searchLink fieldCode="DE" term="%22Emergent+literacy%22">Emergent literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Parenting+education%22">Parenting education</searchLink><br />*<searchLink fieldCode="DE" term="%22Children's+language%22">Children's language</searchLink><br />*<searchLink fieldCode="DE" term="%22Mixed+methods+research%22">Mixed methods research</searchLink><br /><searchLink fieldCode="DE" term="%22Community-based+programs%22">Community-based programs</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study evaluated the Parent-Powered Literacy (PPL) Project, a nine-month, community-based initiative designed to strengthen parents’ capacity to support early language and literacy development among children from birth to age four. Seventeen families participated in the program. Using a mixed-methods design that included surveys, literacy activity logs, structured assessments, interviews, and field observations, the study documented significant growth in both the quality and frequency of home literacy practices. Parents reported greater knowledge, confidence, and awareness of literacy resources, alongside a total of 62,629 minutes of shared reading sustained over seven to nine months. Qualitative findings further revealed enriched parent-child relationships, heightened motivation, and expanded literacy routines. Collectively, the results indicate that the PPL Project effectively enhanced home literacy environments and empowered caregivers, demonstrating its potential as a scalable and community-driven model for promoting early childhood and family literacy development at home. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of School Community Journal is the property of Academic Development Institute and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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      – SubjectFull: Emergent literacy
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      – SubjectFull: Parenting education
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      – SubjectFull: Children's language
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              Text: Spring/Summer2026
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