Abstract

Foster children who have experienced abuse or neglect often struggle academically, particularly in the area of literacy development. This research study explored current teachers’ best practices for improving literacy development in foster children in the K-6 classroom. Themes emerged indicating the teachers’ perceptions of meeting the needs of foster children, especially as related to improving literacy skills and encouraging literacy development. These best practices can be implemented by K-6 teachers to assist in preventing school failure for foster children.