Using Funds of Knowledge and Personal Books to Increase Student Engagement in Literacy

Three students with developmental delays in a Montessori early childhood class participated in the program outlined in Whole Child Reading by Natalie Hale. Using a qualitative, action research approach, research was conducted to determine what effect using funds of knowledge information to create personal books had on the implementation of the Whole Child Reading program and on student engagement and learning. Data was collected over a four-month period using interest inventories via parent surveys, a student engagement scale, and the Kindergarten Entry and Exit Profile (KEEP) and the Individual Growth and Development (IGDIS) assessments. Data was analyzed using the constant comparative method. Findings indicate that using funds of knowledge information to make personal books causes an increase in student engagement, confidence, interest in literacy activities, greater understanding between teachers and families, and academic outcomes