Abstract:
This dissertation was conducted using an instrumental case study design to determine the habits and characteristics of mothers in crisis that help their children acquire early literacy skills. A 14-question open-ended interview protocol was used to ask three mothers living in a transitional homeless shelter in the mid-Atlantic region to recall what they did to help their children who were exhibiting early literacy skills prior to kindergarten. The mothers were recommended by the shelter child service coordinator and the children's tutor. Analysis was conducted using open, axial, and selective coding. Common themes emerged indicating that mothers in crisis share similar habits and characteristics to help them overcome the obstacles that are often believed to prevent parents in crisis from being available to prepare their children for school and be on an even learning plane with their peers.
