Date Approved


Graduate Degree Type


Degree Name

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

Degree Program

College of Education

First Advisor

Elizabeth Stolle

Academic Year



Homework is common practice in most elementary school classrooms as teachers try to reinforce material learned in class through the help of parents and families at home. However, research has shown homework to have little impact on students’ academic achievement in the elementary grades. Homework can even cause an increased stress level in young students, a negative impact on motivation, and friction with family members. Elementary parents and teachers need to reevaluate homework’s effectiveness and its impact on today’s busy families.

This project proposes reframing traditional paper-pencil review homework in favor of family-centered reading time. When students are given too much homework, free reading is often the first activity to be eliminated. Research reveals that free reading has a greater positive influence on students’ literacy learning than traditional homework. This project provides a current perspective on homework research, a framework for creating meaningful literacy homework, and a means for improving communication between parents and teachers.

Included in

Education Commons