The effect of parental involvement on Grade 4 learner literacy : evidence from prePIRLS 2011

• Main Author: Ackermann, Cecile
• Other Authors: Van Staden, Surette
• Language: en
• Published: University of Pretoria 2018
• Subjects: UCTD; PrePIRLS; Reading literacy; Parental involvement; Parental level of education
• Online Access: http://hdl.handle.net/2263/65433; Ackermann, C 2017, The effect of parental involvement on Grade 4 learner literacy : evidence from prePIRLS 2011, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/65433>

The study aims to determine the effect of parental involvement on the reading literacy abilities of Grade 4 learners. Literacy is a fundamental skill needed to successfully function in a country’s economy, as well as broader society. The acquisition of literacy is a complex and difficult process, where several factors can have an effect. One of the most important factors in the acquisition of literacy, is parental involvement. Many initiatives have been launched in South Africa to get parents involved in their child’s acquisition of literacy, such as the Family Literacy Project and Nal’ibali. Both of these initiatives aim to improve learners’ literacy through parental involvement. In order to determine the effect of parental involvement on the reading literacy abilities learners, this study focused on selected variables from the PreProgress in International Reading Literacy Study (prePIRLS) 2011, notably from the parental responses and Grade 4 learners reading literacy achievement results. This study took the form of a secondary data analysis while specifically using descriptive and multiple regression techniques to measure the effect of parental involvement and the parental level of education on learner reading achievement. The conceptual framework of the study consists of parental involvement and the parental level of education which might have an effect on the reading literacy ability of Grade 4 learners. The study adapted Epstein’s six types of parental involvement (1992, 1994), as well as Myrberg and Rosén’s (2008) path model of direct and indirect influences of parental education on learners’ reading achievement. This study found that higher levels of parental education, as well as higher levels of parental involvement can be associated with higher reading literacy achievement results. Therefore parental involvement is of great importance in children’s development of reading literacy skills. === Dissertation (MEd)--University of Pretoria, 2017. === Science, Mathematics and Technology Education === Centre for Evaluation & Assessment (CEA) === MEd === Unrestricted