Date of Award

Spring 2026

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Jamil Johnson

Abstract

Early literacy disparities remain a persistent challenge in rural Jamaican communities, where many young learners begin school with limited exposure to systematic phonics instruction despite the rich cultural and linguistic resources present within their families. This Dissertation in Practice examined how a multi-sensory parent– child engagement approach could improve phonemic awareness among four-year-old learners in a rural early childhood classroom in St. Elizabeth, Jamaica. Anchored in an equity-oriented improvement science framework, the study used two iterative Plan–Do– Study–Act (PDSA) cycles to test strategies that integrated systematic phonics instruction with culturally responsive parent engagement practices.

The intervention included daily multi-sensory phonics routines, Literacy Day family workshops, Take-Home Kits, and targeted Sound-Boost sessions for struggling learners. Data were collected through classroom literacy assessments, parent empathy interviews, participation records, and observational documentation. Findings showed that children’s composite literacy performance more than doubled during the study period, with gains in letter identification and phonemic awareness and a narrowing of the gender gap. Qualitative findings indicated increased parental confidence and engagement, with families reinforcing literacy learning through songs, chants, and oral language practices at home.

The findings demonstrate how equity-oriented improvement efforts that integrate parent–child engagement and culturally grounded instructional practices can strengthen early literacy outcomes in rural Jamaican early childhood settings. The study offers a practical model for educators seeking to design accessible and effective literacy improvement initiatives in similar contexts.

Rights

© 2026, Kyc-Ann Denise Scott

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