Perceptions of Teachers about the Role of Parents in Developing Reading Habits of Children to Improve their Academic Performance in Schools

Jamila Bano; Zahra Jabeen; Sadruddin Bahadur Qutoshi

Authors

Jamila Bano
Zahra Jabeen
Sadruddin Bahadur Qutoshi

Keywords:

academic achievement, parental role, reading environment, reading habits

Abstract

This study aimed to explore teachers’ perceptions about parental role in developing reading habits of children to improve their academic achievement. The study was conducted in one of the private schools of Gilgit city situated in the Northern part of Pakistan. Using a case study approach to research within the qualitative design, semi-structured interviews were used for data collection, which enabled the researchers in capturing qualitative experiences, opinions, beliefs and perceptions of purposefully selected research participants. The data were analyzed using thematic analysis approach and emerging themes were represented in the form of figures to provide a clear understanding. The study confirmed that reading habits, for example, out of school reading and reading for pleasure, have influenced academic performance and parental role is pivotal in developing children’s interest in reading because healthy reading activities can help them to develop critical thinking and analytic skills. This could also develop their vocabulary to a great extent. Consequently, children exhibit improvement in their overall academic performance. The findings confirmed that if parents focused on reading improvement of their children in early ages, they could better develop reading as a routine activity. The study recommended that parents should play an active role in developing attitude towards reading by providing reading materials and creating a reading friendly environment at home.

References

Allen, J. (2000). Yellow brick roads: Shared and guided paths to independent reading.Portland, ME: Stenhouse.

Arnold, D.S., & Whitehurst, G.S. (1994) Accelerating language development through picture-book reading: a summary of dialogic reading and its effects. In D.K.Dickenson (ed.), Bridges to literacy, children, families and schools (pp.103-128) Cambridge, MA: Blackwell.

Auerbach, E. R. (1995). Which way for family literacy: Intervention or empowerment? In

L. M. Morrow (Ed.), Family literacy connections in schools and communities (pp.11-27). Newark, International Reading Association.

Baker, L. (2003). The role of parents in motivating struggling readers. Reading & Writing Quarterly, 19(1), 87-106, DOI: 10.1080/10573560308207

Bashir, I., & Mattoo, N. H. (2012). A study on study habits and academic performance

among adolescents (14-19) years. International Journal of Social Science Tomorrow, 1(5), 1-5.

Begum, N. N. (Ed.). (2007). Effect of parent involvement on math and reading achievement of young children: Evidence from the early childhood longitudinal study. Indiana University of Pennsylvania. USA.

Braun, C. (1991). Commission on family literacy: proposal to the international reading association board of directors. Newark, Del., International Reading Association.

Bus, A. G., Ijzendoorn, M. V., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65(l), 1-21.

Chen, S.U. (2008). Who is the avid adolescent reader in Taiwan? The role of gender, family and teacher. Journal of Adolescent and Adult Literacy, 52(3), 214-223.

Cotton, K., & Wikelund, R. K. (2003). Parent involvement in education. Retrieved from http://www.nwrel.org/scpd/sirs/3/cu6html

Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33(6),934-945.

Dadzie, P. S. (2008). Reading for education: The role of libraries. Ghana Library Journal,20(1), 1-14.

Daniel, C. I. (2004). Efforts/activities at schools’ level by principals, headmasters, PTA to support provision of library services in school: The case of Abuja Federal Capital Territory. Nigerian School Library Journal, 5(1), 4.

Godambe, V. P. (1982). Estimation in survey sampling: Robustness and optimality. Journal of the American Statistical Association, 77, 393-403.

Hastings, C., & Henry, J. (2006). Reading is a closed book to today’s children. Retrieved from http://www.telegraph.co.uk/news/1524595/Reading-is-a-closed-book-to today’schildren.html

Issa, A. O., Aliyu, M. B., Akangbe, R. B., & Adedeji, A. F. (2012) Reading interest and

habits of the Federal Polytechnic students. International Journal of Learning & Development. 2(1), 470-486.

Loan, F.A. (2009, February 10). Impact of new technology on reading habits: A glimpse on

the world literature. [Division of Library, Documentation and Information]. New

Delhi.

McPike, E. (1995). Learning to read: School’s first mission. American Educator, 19(2),

-6.

Merriam, S. B. (1988). Case study research in education. San Francisco, CA. Jossey Bass

Publishers.

Morrow, L. M. (1983). Home and school correlates of early interest in literature. Journal

of Educational Research, 76(4), 221- 230.

Nalusiba. P. (2010). Strategies for the development of a reading culture in Uganda primary

schools: Case studies of four selected universal primary education schools in

Kampala district. Master’s Thesis. Makerere University, Kampala.

Okeke, N.E. (2000). Effects of exposure to in text vocabulary recognition strategies on

secondary school students’ performance on reading comprehension in Awka

education zone. M. Ed. Project: University of Nigeria, Nsukka.

Owusu-Acheaw, M. (2014). Reading habits among students and its effect on academic

performance: A study of students of Koforidua Polytechnic. Library Philosophy

and Practice. Retrieved from http://digitalcommons.unl.edu/libphilprac/1130.

Purcell-Gates, V. (1995). Other people’s words: The cycle of low literacy. Cambridge, MA:

Harvard University Press.

Roberts, J., Jurgens, J., & Burchinal, M. (2005). The role of home literacy practices in

preschool children’s language and emergent literacy skills. Journal of Speech,

Language, and Hearing Research, 48, 345–359.

Saracho, O. (2002). Family literacy: Exploring family practices. Early Child Development

and Care, 172, 113-122.

Scollon, R., & Scollon, S. B. K. (1981). Narrative, literacy and face in inter-ethnic community. Journal Storage, 30(2), 366-368.

Senechal, M., & Cornell, E. H. (1993). Vocabulary acquisition through shared reading experiences. Reading Research Quarterly, 28(4), 360-374.

Senechal, M., & LeFevre, J. (2002). Parental involvement in the development of children’s

reading skill: A five-year longitudinal study. Child Development, 73(2), 445-460.

Stuart, M., Dixon, M., Masterson, J., & Quinlan, P. (1998) Learning to read at home and at school. British Journal of Educational Psychology, 68, 3-14.

Tizard, J., Schofield, W.N., & Hewison, J. (1982). Collaboration between teachers and parents in assisting children’s reading. British Journal of Educational Psychology, 52, 1-15.

Wigfield, A., & Guthrie, J. T. (1997). Relations of children’s motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89(3),420-432.

Weinberger, J. (1996). A longitudinal study of children’s early literacy experiences at home and later literacy development at home and school. Journal of Research in Reading, 19(1), 14-24.

Worthy, J. (2002). The reading teacher. Newark, 55(6), 568-569.

Yin, R. K. (2003). Case study research: Design and methods. New York: Sage.

Yienger, M. E. (2016). Too much tech harms reading retention in young children. Inquires

Journal, 8(3). Retrieved from http://www.inquiriesjournal.com/archives/2AD016/8.3