The effects of family literacy practices on a child's acquisition of literacy skills

Abstract

Family literacy practices, like shared reading and writing, are believed to have an important influence on a child's literacy development. However, there is a lack of local research in this field, particularly with regards to literacy activities carried out in the homes of children from low socio-economic status. This study aimed at investigating the relationship between the differences in the literacy activities carried out in the homes of young children from a low socio-economic background and their emergent literacy development. A qualitative design was adopted. A sample of half the cohort of Year 1 children in a school from a low socio-economic background were assessed at the beginning and end of their Year 1 primary schooling. Semi structured interviews were held with each child's mother and teacher. Findings indicated that socio-economic status is not the only factor affecting the extent of emergent literacy opportunities for children. The study indicated that within similar socio-economic circumstances of the homes of these children, there was a great variation in the extent to which children are exposed to literacy activities at home. Despite difficulties encountered due to the socio-economic situation they were living in, most mothers were eager to help their children develop their literacy skills and some were in fact able to do so effectively.