Exploring the influence of parents’ home reading practices on emergent literacy

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dc.contributor.author Strauss, Annaly Magda
dc.contributor.author Bipath, Keshni
dc.date.accessioned 2021-03-25T12:38:49Z
dc.date.available 2021-03-25T12:38:49Z
dc.date.issued 2020-06
dc.description.abstract The purpose of this article is to explore the correlation between Namibian preprimary and Grade 1 parents’ demographic characteristics and print and digital reading practices in home environments. A quasi-experimental descriptive research design was selected to launch this investigation in the Khomas region. Survey data documented the relationship between parents’ demographic variables and print and digital reading behaviours. The study tested the null-hypothesis (Hₒ: u1 = u2) and non-directional hypothesis (Hₒ: X1 ≠X2). The underlying assumption is that parents home reading practices positively impact children’s early language and literacy development. The findings reveal that there is no significant relationship between age, gender, education, family size, and employment status, with print and digital reading behaviours that influence children’s emergent language and literacy development in home environments. In a Chi-Square test, the null hypothesis was rejected for age, gender, education, family size, and employment status, but retained and positively correlated to marital status, child reading behaviour, and parents’ book, magazine and newspaper reading behaviour. The implication is that when parents buy print materials for home reading purposes and engage their children in pleasurable reading experiences, their children are more likely to be supported at home to influence favourable language and literacy outcomes in school. The study contributes to family literacy literature and highlights the relationship between parents’ reading behaviours and children’s emergent language and literacy development. en_ZA
dc.description.department Early Childhood Education en_ZA
dc.description.librarian hj2021 en_ZA
dc.description.uri https://www.ajol.info//index.php/jlt en_ZA
dc.identifier.citation Strauss, A.M. & Bipath, K. 2020, 'Exploring the influence of parents’ home reading practices on emergent literacy', Journal for Language Teaching, vol. 54, no. 1, pp. 195–213, https://dx.doi.org/10.4314/jlt.v54i1.5. en_ZA
dc.identifier.issn 0259-9570 (online)
dc.identifier.other 10.4314/jlt.v54i1.5
dc.identifier.uri http://hdl.handle.net/2263/79117
dc.language.iso en en_ZA
dc.publisher South African Association for Language Teaching en_ZA
dc.rights South African Association for Language Teaching (SAALT) en_ZA
dc.subject Emergent literacy en_ZA
dc.subject Home environment en_ZA
dc.subject Parents en_ZA
dc.subject Print reading en_ZA
dc.subject Digital reading en_ZA
dc.subject Reading behaviours en_ZA
dc.subject Socioeconomic status (SES) en_ZA
dc.title Exploring the influence of parents’ home reading practices on emergent literacy en_ZA
dc.type Article en_ZA


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