Title page for ETD etd-01142008-103935


Document Type Master's Dissertation
Author Johnson, Ensa
URN etd-01142008-103935
Document Title Parents' perceptions of their children's participation in home reading activities
Degree MA (Augmentative and Alternative Communication)
Department Centre for Augmentative and Alternative Communication
Supervisor
Advisor Name Title
Prof E Alant Co-Supervisor
Prof J Bornman Supervisor
Keywords
  • parent-child interaction
  • independent reading
  • participation reading environment
  • home reading environment
  • home reading activities
  • independent reading
  • children with learning disabilities
  • parent-child interaction
  • home reading activities
  • children
Date 2008-01-14
Availability unrestricted
Abstract
The interaction between parent, child and book during story-book reading is considered as one of the fundamental instruments required for children to acquire the important elements needed to learn how to read. Parents of grade one children are unsure of their new role in the reading development of their children because their children enter a new phase in their literacy development and reading becomes the centre of their learning activities. The main aim of this research is to compare and describe how parents of grade one children without learning disabilities and parents of children with learning disabilities, perceive their children’s participation in home reading activities. Thirty biological parents or legal guardians of grade one children without learning disabilities and ten of grade one children with learning disabilities were used to complete a questionnaire. The results indicated that although children without learning disabilities and children with learning disabilities have similar exposure to home literacy activities, children without learning disabilities become more fluent and efficient readers than their peers with learning disabilities. Children without learning disabilities prefer to be actively involved in the story-book reading act with their parents, whereas children with learning disabilities tend to be more passive and they prefer to engage less in reading activities due to their reading difficulties. The study highlights the importance of story-book reading for grade one children in both groups, as well as independent reading of story-books by these children. Suggestions for further research are provided.

© University of Pretoria 2007

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