1. A Q u a l i t a t i v e S t u d y : T h e N a r r a t i v e A p p r o a c h The Importance of Literacy For a Cohort of First Year Doctoral Students

2. Statement of the Problem Communication is a requirement amongst human beings. According to Tompkins (2009) forms of communication are developed during the early stages of life (birth - three years). Communication skills build a gateway to introduce literacy into the life of a child. Some children began school without literacy skills that should have been developed during the early years of life (Chatterji, 2006).

3. Purpose of the Study To display the importance of literacy for first year doctoral students with or without children

4. Research Questions

5. Review of Literature The following chapter depicted studies that correlate with the sample survey that was conducted. Kuhn (1962) believed that the use of paradigms could be used to show a framework for studies that are of interest to research. The review of literature was comprised of studies conducted to find the importance of home literacy based on research. The framework of the literature served as a guide to introduce the importance of literacy in child development. Theoretical Studies Dewey, J. (1907). The school and social progress: chapter one. The School and Society. Chicago: University of Chicago Press. Vygotsky, L. S. (1978). Interaction between learning and development. Mind in Society. Cambridge, MA: Harvard University Press. Sociocultural Related Studies Ko, H. W. & Chan, Y. L. (2009). Family factors and primary students’ reading attainment: a chinese community perspective. Chinese Education and Society, 42, 33-48 Kim, Y. S. (2009). The relationship between home literacy practices and developmental trajectories of emergent literacy and conventional literacy skills for korean children. Read Writ, 22, 57-84. Aram, D. (2010). Writing with young children: a comparison of paternal and maternal guidance. Journal of Research in Reading, 33, 4-19. Carpenter, D., M., Ramirez, A., & Severn, L. (2006). Gaps or gaps: challenging the singular definition of the achievement gap. Education Urban Society, 39, 113-127.

6. Methodology The narrative approach gave the students the opportunity to express themselves through their own personal experiences and stories about the importance of literacy. The procedures of implementing this research consisted of gathering data through the collection of stories, individual experiences, and the meaning of those experiences (Creswell, 2007, p. 54). The researcher hypothesized that the doctoral students would find literacy development extremely important for the early years of life (birth-3yrs.), as well as, important for the primary school grades (4yrs. - 11yrs.).

7. Data Collection Participants The participants of the study were a group of 12, first year doctoral students. This group was a sample of convenience. 11 of the 12 students are employed in some form of education: educators, administrators, or staff. The cohort of students are currently studying to receive their doctoral degree in education. The data collected for the study was conducted through a questionnaire; the doctoral students expressed their individual thoughts through written text. The questionnaire was comprised of five questions; the five questions asked the participants to thoroughly explain their answers in complete sentences.

8. Validity & Reliability During the pilot study all participants were asked the same order. Participants answered questions through their personal emails that were only accessible to them. Participants understood the questions and were able to elaborate on their personal stories and perspectives of the importance of literacy. Participants generated the written answers in their own words. Researcher ’ s bias - The participants of the study were a sample of convenience. The researcher knows the participants of the study. Variables Independent -The study introduced the importance of literacy for first year doctoral students. Dependent - The participants consisted of four males and eight females; five of the participants are not parents; and one of the participants is currently employed outside of the education system.

9. Survey Questions & Analysis of Data Qualitative Survey

15. Conclusion of Study Surprisingly, not all participants held the same view points about a child being considered 100% literate. As 11 of the 12 participants, work in some form of education, and all 12 participants are studying for their doctorate in education, it was relatively surprising that they all would not have the same view point on how to expose children to literacy and what is considered 100% literate.

16. Limitations The narrative study was conducted using 12 personal experiences and stories of the first year doctoral students. The research was unable to declare the participants background in the importance of home literacy as a child.

17. Future Research There was a limited sample of participants, therefore, further research may be produced to survey a broader group of doctoral students and the importance of literacy. In the future, perhaps, the literacy awareness of the doctoral students families may be implemented to produce a background overview of the doctoral students families when they were children. The field of research can use the study to compare the importance of literacy based on individuals education levels. Current research has shown that educational levels can or may effect the parental views of education (Carpenter et al. 2006, p. 119). Further research may assist in broadening parental views on the importance of literacy for children ’ s development.

18. Closing Remarks The study was informative and inspiring. The participants shared relative experiences related to literacy through their personal and professional lives. Some of the findings directly related with the hypothesis, and current research. Although, the sample size was small, and partially bias because of the researchers familiarity, the study still provided a qualitative approach to narrate the importance of literacy for first year doctoral students.