Parents’ Literacy Beliefs, Home Literacy Activities, and Children’s Early Literacy Skills: Stability and Progress Approaching First Grade
This study explores the stability and progress of parents’ literacy beliefs and home literacy activities and their relationships with their children’s early literacy skills in their last year of preschool. Participants were 50 preschool children (<i>M</i> = 61.44 months) and their parent...
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| Language: | English |
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MDPI AG
2024-11-01
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| Series: | Behavioral Sciences |
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| Online Access: | https://www.mdpi.com/2076-328X/14/11/1038 |
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| author | Deborah Bergman Deitcher Dorit Aram Dana Abramovich |
| author_facet | Deborah Bergman Deitcher Dorit Aram Dana Abramovich |
| author_sort | Deborah Bergman Deitcher |
| collection | DOAJ |
| description | This study explores the stability and progress of parents’ literacy beliefs and home literacy activities and their relationships with their children’s early literacy skills in their last year of preschool. Participants were 50 preschool children (<i>M</i> = 61.44 months) and their parents. Data collection sessions occurred in the family home in the fall and spring, with six months between them. At each time point, parents completed questionnaires regarding their beliefs relating to children’s literacy development, parents’ role in supporting literacy development, and the frequency of home literacy activities. We also evaluated the children’s early literacy skills (letter names, letter sounds, word writing, phonological awareness, and motivation for literacy activities). Results revealed overall stability in parents’ beliefs between the two time points, an increase in home literacy activities, progress in children’s early literacy skills, and greater motivation to engage in early literacy activities. We found a positive relationship between parents’ beliefs and home literacy activities in the fall with their children’s early literacy skills in the spring. Further, the progress in parents’ literacy beliefs between the fall and the spring correlated with their children’s progress in early literacy skills, controlling for parents’ education and children’s age. This study highlights the importance of promoting parents’ literacy beliefs and home literacy activities. |
| format | Article |
| id | doaj-art-104c6529d23e4e94952ce391727ca8ac |
| institution | OA Journals |
| issn | 2076-328X |
| language | English |
| publishDate | 2024-11-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Behavioral Sciences |
| spelling | doaj-art-104c6529d23e4e94952ce391727ca8ac2025-08-20T01:53:49ZengMDPI AGBehavioral Sciences2076-328X2024-11-011411103810.3390/bs14111038Parents’ Literacy Beliefs, Home Literacy Activities, and Children’s Early Literacy Skills: Stability and Progress Approaching First GradeDeborah Bergman Deitcher0Dorit Aram1Dana Abramovich2International Liberal Arts Program, Tel Aviv University, Tel Aviv 6997801, IsraelConstantiner School of Education, Tel Aviv University, Tel Aviv 6997801, IsraelConstantiner School of Education, Tel Aviv University, Tel Aviv 6997801, IsraelThis study explores the stability and progress of parents’ literacy beliefs and home literacy activities and their relationships with their children’s early literacy skills in their last year of preschool. Participants were 50 preschool children (<i>M</i> = 61.44 months) and their parents. Data collection sessions occurred in the family home in the fall and spring, with six months between them. At each time point, parents completed questionnaires regarding their beliefs relating to children’s literacy development, parents’ role in supporting literacy development, and the frequency of home literacy activities. We also evaluated the children’s early literacy skills (letter names, letter sounds, word writing, phonological awareness, and motivation for literacy activities). Results revealed overall stability in parents’ beliefs between the two time points, an increase in home literacy activities, progress in children’s early literacy skills, and greater motivation to engage in early literacy activities. We found a positive relationship between parents’ beliefs and home literacy activities in the fall with their children’s early literacy skills in the spring. Further, the progress in parents’ literacy beliefs between the fall and the spring correlated with their children’s progress in early literacy skills, controlling for parents’ education and children’s age. This study highlights the importance of promoting parents’ literacy beliefs and home literacy activities.https://www.mdpi.com/2076-328X/14/11/1038home literacy environmentletter knowledgemotivationphonological awarenessearly writing |
| spellingShingle | Deborah Bergman Deitcher Dorit Aram Dana Abramovich Parents’ Literacy Beliefs, Home Literacy Activities, and Children’s Early Literacy Skills: Stability and Progress Approaching First Grade Behavioral Sciences home literacy environment letter knowledge motivation phonological awareness early writing |
| title | Parents’ Literacy Beliefs, Home Literacy Activities, and Children’s Early Literacy Skills: Stability and Progress Approaching First Grade |
| title_full | Parents’ Literacy Beliefs, Home Literacy Activities, and Children’s Early Literacy Skills: Stability and Progress Approaching First Grade |
| title_fullStr | Parents’ Literacy Beliefs, Home Literacy Activities, and Children’s Early Literacy Skills: Stability and Progress Approaching First Grade |
| title_full_unstemmed | Parents’ Literacy Beliefs, Home Literacy Activities, and Children’s Early Literacy Skills: Stability and Progress Approaching First Grade |
| title_short | Parents’ Literacy Beliefs, Home Literacy Activities, and Children’s Early Literacy Skills: Stability and Progress Approaching First Grade |
| title_sort | parents literacy beliefs home literacy activities and children s early literacy skills stability and progress approaching first grade |
| topic | home literacy environment letter knowledge motivation phonological awareness early writing |
| url | https://www.mdpi.com/2076-328X/14/11/1038 |
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