Parents' rolein supporting children's literacy development: perceptions of parents in Newfoundland and Labrador

Chaytor, Lori (2017) Parents' rolein supporting children's literacy development: perceptions of parents in Newfoundland and Labrador. Masters thesis, Memorial University of Newfoundland.

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Abstract

This study examines parents’ perceptions of their role in supporting their children’s literacy development. Data were collected through phone interviews using the Parent Reading Belief Inventory adapted from DeBaryshe (1994). This qualitative study consists of eight female participants with children aged four to six. The results provide a basis for understanding parents’ perceptions and their rationales for parenting practices. All the participating parents believe they play an important role in their children’s early learning. The majority of participants replicated their own childhood experiences with reading. Overall, the findings suggest that parents evaluate their child’s level of readiness when determining their reading support strategies, and that literacy development is unique to each child. These findings contribute to an understanding of both the importance of researching parents’ perceptions and also the way in which such perceptions may influence their child’s literacy development.

Item Type: Thesis (Masters)
URI: http://research.library.mun.ca/id/eprint/12932
Item ID: 12932
Additional Information: Includes bibliographical references (pages 78-85).
Keywords: parental roles, parental perceptions, children’s literacy development
Department(s): Education, Faculty of
Date: October 2017
Date Type: Submission
Library of Congress Subject Heading: Reading--Parent participation--Newfoundland and Labrador; Reading (Early childhood)--Newfoundland and Labrador; Literacy--Newfoundland and Labrador

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