This study examined the relationship among parents' literacy beliefs, home literacy experiences, and children's literacy skills. Forty-three children, who attended a university preschool, and their parents participated in the study. Parents' literacy beliefs and the home literacy experience, namely shared book reading, were examined through a self-report questionnaire. One important section of this questionnaire provided information about parents' beliefs concerning literacy acquisition; specifically, whether they believed in a top-down or bottom-up approach. The children were tested individually for emergent literacy skills, including concepts of print, alphabetic knowledge, rhyming skills, oral language skills, word recognition, and invented spelling. The results were analyzed using multiple linear regressions and hierarchical linear regressions to determine whether there is evidence of a relationship among literacy beliefs, home literacy experiences, and children's emergent literacy skills. The present study found support for a connection between parental beliefs, measured through their behaviors, and child outcomes. Children whose parents had a top-down literacy perspective (meaning-based orientation), measured by knowledge of children's book titles, had higher receptive vocabulary skills than children whose parents had a bottom-up (skill-based) literacy belief. The implications for parents, early childhood educators, and teachers are that literacy educational programs may need to focus both on teaching parents new literacy behavior as well as on developing beliefs about literacy acquisition.

Detta är en kunskapsöversikt över vad i hemmiljön som påverkar läsförmågan hos elever i årskurs F-3. Efter att ha sökt systematiskt i databaserna ERIC, Google Scholar, EBSCO och LIBSEARCH har vi valt tio artiklar med såväl nationell som internationell forskning. Samtliga artiklar är peer reviewed. I vårt urval har vi använt oss av Openai chatGPT för att systematiskt sortera artiklarnas innehåll. Vi identifierade tre teman som var genomgående i samtliga artiklar. Vår slutsats är att de faktorer som påverkar elevers läsförmåga är hemmiljöns kontext i form av socioekonomisk status och dess kulturella kapital, vilket påverkar de literacyaktiviter som erbjuds i hemmet samt det värde aktiviteterna ges. Det är den informella läsförmågan som tydligast påverkas av förutsättningarna i hemmet. Skolan tycks ha svårare att kompensera för de informella delarna av elevernas läsförmåga. I de mer formella aspekterna av läsförmåga som till exempel avkodning verkar skolan dock kunna kompensera för elevernas olika förutsättningar.

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No description available.

Thesis (M.A. (English)) -- University of Limpopo, 2015 / This study seeks to determine the support of reading–literacy provided by homes of grade six learners in some Limpopo primary schools, which assists them in learning to read, and particularly to read with understanding. This study adopted a qualitative approach. The case study design was used. Twelve learners and twelve parents of the chosen learners served as participants to this study. Three data collection instruments were used. As the researcher wanted to first determine good and poor readers a comprehension test was designed by the researcher in order to select the learners. After learners had written the test an interview guide was given to the learners to establish different kinds of reading related activities which learners engage in with their parents. Lastly a check list was issued to learners and parents to assess parental involvement in learners’ reading literacy development. Findings of the current study are that some learners do not receive the parental support they need in order to develop reading literacy. As a result, many learners fail in school because they are illiterate. It is suggested that in order for learners to improve in their reading literacy parental support must be encouraged in South African schools. School programmes must be designed in a way that it inculcates parental support. And most importantly parents need to be made aware of the crucial role they play in their children’s reading literacy development. Key words: Reading literacy, multiple literacy, parental support and home literacy.

The aim of this study was to investigate the relationship between preschool children&rsquo / s reading attitudes and their home literacy environment. In addition, children&rsquo / s perceptions of reading in terms of their reading attitudes were examined as a part of this study. The sample of this study consisted of 261 parents and their 5 year-old children who were enrolled preschool in Ankara, Turkey. The data of this study were collected through child interviews, demographic information forms, and the following questionnaires: the Home Literacy Environment Questionnaire (Umek et al., 2005) and the Preschool Children Reading Attitudes (Saracho, 1986) questionnaire. These questionnaires were both translated into Turkish, and statistical analyses were conducted to control for validity and reliability issues through a pilot study. The results of the study showed that there was a statistically significant relationship between preschool children&rsquo / s reading attitudes and their home literacy environment. In addition, the study revealed there were some differences in children&rsquo / s reading attitudes and their home literacy environment in regards to demographic variables. Furthermore, the study demonstrated that children who have more positive reading attitudes tended to give clearer and more detailed responses to questions and were more aware that writing contains messages. In addition, those children mentioned letters and the role of letters in the learning to read process.

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No description available.

Partners in Print, a family literacy program, was brought to the urban elementary school in this study to educate and empower kindergarten and first grade parents to promote literacy development at home. This research aimed to explore the impact of participation in this program after consistent participation by utilizing a one-group pre-test, post-test research design. The Parent Empowerment and Home Literacy Environment Survey, which included both structured and unstructured questions, was administered before and after participation in the program to elicit notions of parent empowerment and growth in the home literacy environment. Parent participants also completed a document review of program handouts to triangulate the data. The data suggested that parents feel more empowered after consistently participating in Partners in Print. There was also evidence that the home literacy environment was of higher quality after participation. This study validated the practice of implementing family literacy programs as a strategy for empowering parents and enriching the home literacy environments of children.

Detta arbete syftar till att ge en bild av elevers inställning, attityd och motivation till läsning i grundskolans första år genom att intervjua elever i årskurs ett om deras upplevelse kring läsning och läsvanor i hemmet. Det är en kvalitativ studie med motivationspsykologisk utgångspunkt och särskild tonvikt på elevers läsande självbild och förutsättningar hemifrån för att utveckla läsmotivation.  I studien har 34 förstaklasselever intervjuats i 10 fokusgrupper fördelat på två skolor belägna i områden med låg respektive hög socioekonomisk status. Namnen på skolorna är fingerade. Resultatet visade att fler elever på Sjöskolan beskrev framåtsyftande mål medan eleverna på Temaskolan till högre grad beskrev motivation i nuet. Vidare föredrog eleverna på Temaskolan att läsa för en vuxen medan eleverna på Sjöskolan föredrog tyst läsning. Resultatet synliggjorde även en markant skillnad mellan skolorna kring läsvanor i hemmet och tillgång till böcker.  I analys av data kunde slutsatsen dras att deltagarna över lag hade en positiv inställning till läsning. Emellertid skiljde sig de bakomliggande motivationsfaktorerna åt mellan skolorna. Studiens resultat framhållen vikten av att bibehålla läsmotivationen för framtiden genom att bygga broar mellan hem och skola, anpassa svenskundervisningen för att inkludera elever med svenska som andraspråk samt utveckla undervisningsmetoder utifrån ett vidgat läsbegrepp.