Date Approved
8-14-2026
Graduate Degree Type
Project
Degree Name
Education-Literacy Studies: Reading (M.Ed.)
Degree Program
College of Education
First Advisor
Elizabeth Stolle
Academic Year
2025/2026
Abstract
As the percentage of fourth grade students reading at a proficient level continues to decline, schools are seeking effective ways to improve literacy education and student achievement. Research emphasizes the importance of early literacy development in supporting academic success and lifelong learning. However, not all families have the same background knowledge of literacy skills and how to develop them with their children. Partnerships between schools, families, and communities can provide the support and resources needed while working toward the goal of improving student achievement.
The purpose of this project is to implement a team that partners with families to educate them on skills to work on within the home as well as creating an environment where families are valued. This project includes a year-long plan of family sessions focused on various literacy skills. Communication is a key component of this project's success. Feedback surveys, progress reports, newsletters, and nightly activity logs are shared between families and schools to promote communication and collaboration.
Three theoretical theories were used to frame the research of this project. Joyce Epstein’s overlapping spheres of influence shares how families, schools, and communities interact for the wellbeing of a child. Urie Bronfenbrenner’s ecological theory explains how a child is nested in a multilayer system and how these systems can affect the child. Finally, Lev Vygotsky’s theory of social constructivism emphasizes that learning takes place through a social setting and collaboration with others.
Ultimately, this project aims to create an environment that partners with families to support student success. By providing families with literacy strategies, encouraging communication, and valuing family involvement, this project seeks to establish a meaningful partnership that supports children’s academic success.
ScholarWorks Citation
Bourdo, Matraca, "Establishing Partnerships Between Families, Schools, and Communities to Support Family Involvement in Literacy Education" (2026). Masters Projects. 766.
https://scholarworks.gvsu.edu/gradprojects/766
