Date of Award:

5-2014

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

School of Teacher Education and Leadership

Committee Chair(s)

Sylvia Read

Committee

Sylvia Read

Committee

Steven Camicia

Committee

Sheri Haderlie

Committee

Sarah Clark

Committee

Brian Warnick

Abstract

This study explored how parents from six participating families in Northern Utah felt about the influence of technology and media on their children’s reading at home. Each family was interviewed about their feelings, filled out a survey about the amount of technology devices in the home, and took photographs of the areas in the home where their children read or used technology. Additionally, each family kept a journal recording the technology and reading activities their children participated in over a 1-week period

Parents talked about how their childhood experiences influenced them to create rules for technology and as well as where televisions, computers, bookshelves, and game systems were located in their home. They also shared family reading routines such as reading to their children each night before bed. Additionally, parents shared how teachers, cousins, and friends influenced the choices their children made when deciding what to read as well as what technology devices their children wanted.

Findings showed that parents have concerns about how to encourage reading at home, especially when their children are constantly surrounded by technology at home, school, and in their neighborhoods and towns. Recommendations are given for schools to consider how to best utilize parents in the development of reading at home and how technology can be used to support those skills.

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