| This qualitative research study explored routines, rituals, and traditions of families with high-reading-achieving children entering first grade. The participants were 19 adults between the ages of 30 to 41, inclusive, whose children had attended kindergarten in select schools in North Texas during the 2000–2001 school year.; Data were collected during semi-structured, audio-taped interview sessions. Participants were asked to describe routines, rituals, and traditions practiced in their families as well as hindrances that kept them from practicing routines, rituals, and traditions, and how they felt about how often each family practice occurred. Participants also were asked about their perceptions of why their children read so well. Each of the participants described family practices, hindrances to family practices, and their perceptions about their child's reading.; Data revealed the following patterns: (a) participants' families practiced routines (i.e., morning, dinnertime, bedtime), rituals (i.e., religious practices, special meals, family activity time), and traditions (i.e., birthday, holiday, vacation); (b) participants acknowledged hindrances such as busy schedules, Father's work, and illness that impacted participation in family practices; and (c) their child's successful reading was impacted by reading with the child, child's interest, parent modeling, making reading fun, parent encouragement, and talking with the child. All participants talked about the importance of maintaining family practices. |
