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The role of parental factors in the development of literacy competence in pre-schoolers
Author
Tan, Jae Lyn Lee
Supervisor
Chong, Wan Har
Abstract
This study looks at the correlation between selected parental support variables and the literacy outcomes of children in selected abilities. It also examines whether Parental Involvement and Parental Attitude play a mediating role in the relationship between Income and child literacy outcomes.
Eighty seven children aged between 5 and 6 years old from a community kindergarten in Singapore participated in the study. A Questionnaire for Parents was used to obtain information from parents about their family demographics, participation in leisure activities, the availability of literacy materials and time spent on reading in the home. It also included other questions that were adapted from existing published scales that measured Parenting Sense of Competence, parental involvement with the school and teachers and also the degree of parent child relationship. To determine children’s literacy abilities, standardised test were administered by a trained research assistant. The tests administered included the Peabody Picture Vocabulary Test – Third Edition and selected test on the Woodcock Johnson – III Achievement.
Income showed a low to moderate correlation to a child’s ability in Picture Vocabulary, Spelling and Passage Comprehension, but no other Parental Attitude and Parental Involvement construct showed significant correlations to any of the child literacy outcomes. In addition, no correlation was found between Income and constructs on Parental Involvement and Parental Attitude. Also, Parental Involvement and Parental Attitude were not found to mediate the relationship between Income and child literacy outcomes.
Children from lower income families may not perform as well as their peers from higher income as families with more financial resources could purchase services such as enrichment courses which help promote literacy attainment. However, as emergent literacy acquisition is multifaceted and influenced by a variety of home environmental factors in addition to the parental involvement and parental attitude constructs that were selected for this study, a direct correlation could not be established. This study demonstrates the importance Income has on child literacy outcomes and possible concerns regarding intervention strategies for low income children who have not acquired sufficient literacy skills given that Parental Involvement and Parental Support was not found to mediate the relationship between Income and literacy outcomes. Further local research to find other possible influences which affects children’s literacy would be important in developing intervention strategies to help children from low income families both at home and in the community.
Eighty seven children aged between 5 and 6 years old from a community kindergarten in Singapore participated in the study. A Questionnaire for Parents was used to obtain information from parents about their family demographics, participation in leisure activities, the availability of literacy materials and time spent on reading in the home. It also included other questions that were adapted from existing published scales that measured Parenting Sense of Competence, parental involvement with the school and teachers and also the degree of parent child relationship. To determine children’s literacy abilities, standardised test were administered by a trained research assistant. The tests administered included the Peabody Picture Vocabulary Test – Third Edition and selected test on the Woodcock Johnson – III Achievement.
Income showed a low to moderate correlation to a child’s ability in Picture Vocabulary, Spelling and Passage Comprehension, but no other Parental Attitude and Parental Involvement construct showed significant correlations to any of the child literacy outcomes. In addition, no correlation was found between Income and constructs on Parental Involvement and Parental Attitude. Also, Parental Involvement and Parental Attitude were not found to mediate the relationship between Income and child literacy outcomes.
Children from lower income families may not perform as well as their peers from higher income as families with more financial resources could purchase services such as enrichment courses which help promote literacy attainment. However, as emergent literacy acquisition is multifaceted and influenced by a variety of home environmental factors in addition to the parental involvement and parental attitude constructs that were selected for this study, a direct correlation could not be established. This study demonstrates the importance Income has on child literacy outcomes and possible concerns regarding intervention strategies for low income children who have not acquired sufficient literacy skills given that Parental Involvement and Parental Support was not found to mediate the relationship between Income and literacy outcomes. Further local research to find other possible influences which affects children’s literacy would be important in developing intervention strategies to help children from low income families both at home and in the community.
Date Issued
2011
Call Number
LC157.S55 Tan
Date Submitted
2011