The role of parental practices and expectations on five-year old children’s phonological awareness and letter–word knowledge

Year: 2016

Author: Ozturk, Gulsah, Hill, Susan, Yates, Gregory C.R.

Type of paper: Refereed paper

This research investigated the relationship between aspects of the family context and children’s early reading skills. The family context was explored through a parent questionnaire that reported on parent–child literacy activities, parent–child everyday interactions, and parental expectations. The participants were 50 children from predominantly low-income families enrolled in their first year of primary school in Adelaide, South Australia. The children’s early reading skills were ascertained from assessment of the children’s phonological awareness and teacher ratings of children’s letter and word knowledge. Findings from this study showed that children scored higher on phonological awareness and letter and word knowledge when their parents engaged in rich literacy activities and conversational everyday interactions. Parental expectations did not predict phonological awareness and letter-word knowledge. The results suggest that parents can support children’s reading development through engaging in rich literacy activities and everyday conversations with their children.