Date Approved

8-7-2026

Graduate Degree Type

Project

Degree Name

Education-Literacy Studies: Reading (M.Ed.)

Degree Program

Teacher Education

First Advisor

Elizabeth Stolle

Academic Year

2025/2026

Abstract

Oral language development during early childhood serves as a critical foundation for later literacy achievement, communication, and preparation for kindergarten. Research indicates that children’s early language experiences are influenced by interactions with families, educators, and community environments, and that differences in access to language-rich experiences may contribute to variation in vocabulary, listening comprehension, and expressive communication prior to school entry. This capstone project examines the role of Pre-K participation and family engagement in supporting oral language development through the lenses of sociolinguistic theory, sociocultural theory, and an educational equity framework. Guided by current research, the project addresses the need for practical resources that extend language learning beyond the classroom by developing a Family-Centered Oral Language Toolkit for use by Pre-K teachers, families, and community organizations. The toolkit includes research-based activities that promote everyday conversations, interactive shared reading, storytelling, play-based learning, songs and rhymes, and community-based language experiences designed to strengthen children's vocabulary, listening skills, expressive language, and conversational abilities. The project also includes an implementation and evaluation plan that emphasizes family engagement, educator collaboration, and reflective feedback to assess the toolkit's usability and perceived effectiveness. By strengthening partnerships between home, school, and community settings, this project seeks to increase opportunities for meaningful oral language experiences that support children's successful preparation for kindergarten and future academic achievement.

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