Preliminary Results of Participant Perspectives of a Novel Intervention Using Literacy to Connect Parents with Children

Background and Purpose:

Nearly half of U.S. incarcerated adults are parents of minor children. Incarceration disrupts parenting by limiting interactions and creating obstacles to maintaining parent-child relationships. Moreover, low-income children and children of color are disproportionately affected due to racial and economic inequities. Despite these poor prospects, studies suggest that parenting interventions in correctional settings are associated with positive parent-child outcomes. The purpose of this study is to evaluate the Making Reading Memories (MRM) program, a novel and core strategy of the University of Wisconsin-Madison Division of Extension’s Literacy Link program, an approach to educational programming that fosters literacy skills and healthy family relationships in justice-impacted families. This paper presents preliminary participant experiences in the MRM program to understand successes and areas for implementation improvements.

Methods:

The data for this study draw from 27 qualitative interviews with incarcerated fathers participating in the MRM program. MRM participants complete both a reading workshop about the value of literacy and connecting to children through books and a video recording of themselves reading a book to their child. Interviews were conducted after fathers completed the workshop and video recordings. Participants completed three open-ended qualitative questions after program delivery and were asked to describe 1) the usefulness of the reading workshop, 2) the experience recording a book-reading for/their children, and 3) and their overall experience in the program.

Results:

Findings suggest three main themes related to the workshop experience: 1) types of interactive reading strategies; 2) the importance of modeling in teaching children how to read and developing parent-child bonds; and 3) how reading impacts child development. Participants reported a range of emotions during the book recording, with some feeling nervous, excited, awkward, sad, or on an “emotional roller coaster.” Many wished they could be physically present with their children, but imagined joyful reactions when they watched the video and used the recording to reassure their children they are loved. Some participants were nervous they would make a mistake but noted the value of showing resilience. The book recording setting, a small room with an educator present, made some participants feel uncomfortable. Participants expressed they would tell others to complete the MRM program because it is an opportunity to connect and do something positive for their child. More generally, participants emphasized: the importance of reading with children and finding ways to be there for them; not taking time with your children for granted; asking for help is okay because parents are always learning; thinking of your children as motivation once released; prioritizing children in co-parenting relationships; and never giving up on trying to be a good parent.

Conclusion

This study provides insight into the value of implementing literacy-based parenting programs in correctional settings to connect incarcerated parents with their children and learn about the benefits of reading for children and the parent-child bond. By centering incarcerated parents’ voices, we can better understand how parenting programs like this are received by participants and how to improve them in the future.