The relationship between parental involvement in early literacy activities and student reading performance in KG1 in an EFL context

Abstract

This study investigates the need for early literacy experiences and provides evidence that reading success starts at home. It examines the relationship between early literacy activities and reading performance in a group of four-year-old children residing in Northern Lebanon by comparing their reading performance on the KG1 English language arts tests in an EFL context with the frequency of literacy activities their parents reportedly did with them. The childrens performance on the tests was used to decipher the influence of the early literacy activities parents practiced with them at home. The development of early literacy is examined focusing on the mother and fathers level of education, the childrens main and second spoken language, the literacy environment at home and the participants academic performance on the KG1 English language art tests. The parents role in early literacy achievement is highlighted, noting the significance of parental attitude towards reading and the influence of parental modelling. This thesis concludes by asserting that the literacy environment at home is the most essential reading environment for children and that it is imperative that parents expose children to early literacy activities and quality literature at an early age. All in all, both research evidence and this studys results show that for children to become efficient readers, parents should frequently practice early literacy activities with them at an early age and also surround them with a rich literacy environment at home.