Degree
Doctor of Philosophy (PhD)
Department
College of Human Science and Education
Document Type
Dissertation
Abstract
The purpose of this autoethnography is to investigate my adopted child’s literacy skills and the impact an interrupted childhood has on literacy development. Learning to read and write encompasses multiple facets of cognition and aspiration. An autoethnography of multiple interruptions in this child’s formative years while fostering her literacy development will be chronicled, examined, analyzed, and interpreted. This autoethnography focuses on the acquisition of oral language and early reading and writing skills when there is a loss of childhood stability. Data were collected through observations, artifacts, and a reflective journal. Data were analyzed using eclectic coding in order to identify emerging themes. The results indicate that dedication to interventions, modifications, and accommodations can have a positive impact on academic and social development.
Date
1-4-2018
Recommended Citation
Benton, Alica LeGaye, "Childhood Interrupted: An Autoethnography of Supporting Learning, Development, and Foster Parenting" (2018). LSU Doctoral Dissertations. 4183.
https://repository.lsu.edu/gradschool_dissertations/4183
Committee Chair
Dowell, Margaret- Mary Sulentic
DOI
10.31390/gradschool_dissertations.4183