Date of Graduation

Spring 2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education Policy, Planning, and Administration

Committee Chairperson

Kathleen Riley, PhD

Committee Member

Heather Waymouth, PhD

Committee Member

Stephen DiDomenico, PhD

Abstract

Literacy can serve as a critical outlet for children to develop empathy and academic success. However, substantial evidence suggests that by middle school, many students develop less positive attitudes and motivations for recreational and academic reading. The purpose of this asset-based phenomenological qualitative study, framed by Attachment and Socio-Critical Literacy theory, is to examine the parental experiences of shared reading with children between the ages of 10 and 15 to understand the perceived purpose and emotional impact it has on families. The 14 participants in this study were selected through a purposive interest survey. This asset-based phenomenological study seeks to share the experiences of adult family members who participate in regular (3+ times per week) shared reading & discussion of a text with their middle grade child(ren) (ages 10-15) to understand the perceived purpose and emotional impact this practice has on families by answering the following questions: What is the experience of adult family members or caregivers who participate in regular (3+ times per week) shared reading & discussion of a text with their middle-grade child(ren) (ages 10-15)? How do parents describe the experience of reading with their child? How do parents describe the physical act and the emotional experience of this practice? For qualitative data collection, semi-structured interviews were audio-recorded and analyzed using “In Vivo” and emotional coding. Qualitative data were collected through semi-structured interviews in phase one, and, in phase two, a second subset of two participants shared reflections over six weeks to capture more in-depth details of their current shared reading practice. Both datasets were combined to explain the phenomenon of shared reading experiences among families, providing an asset-based evaluation of reading with middle-grade children.

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