| _version_ | 1866901317132222464 |
|---|---|
| author | Prof. Dr. Kazım Biber |
| author_facet | Prof. Dr. Kazım Biber |
| contents | <p><span>The purpose of this study is to examine the family literacy levels of parents of first-grade primary<br>school children and to explore how these levels are reflected in home-based literacy practices. An<br>explanatory sequential mixed-methods design was employed. In the quantitative phase, data were<br>collected from 282 parents of first-grade students in the Altıeylül district of Balıkesir using the<br>Family Literacy Scale and a Demographic Information Form. Based on total scale scores, parents<br>were categorized into low, medium, and high family literacy levels. Quantitative findings revealed<br>significant differences across these levels and indicated that child-focused literacy practices were<br>reported more frequently than parents’ own literacy behaviors.<br>In the qualitative phase, semi-structured individual interviews were conducted with 12 parents<br>selected according to their family literacy levels. Thematic analysis yielded six main themes: the<br>structure of the home literacy environment, the quality of parent–child interaction, children’s<br>participation in literacy activities, engagement with written language in daily life, facilitating and<br>constraining factors, and the role of the school. Qualitative findings indicated that parents with<br>high family literacy levels implemented literacy practices in a more planned, interactive, and<br>everyday-life-integrated manner, whereas parents with low and medium levels tended to rely on<br>more situational and inconsistent practices. The integration of quantitative and qualitative<br>findings suggests that family literacy is a multidimensional construct shaped not only by the<br>frequency of practices but also by the quality of interactions, parental awareness, and school<br>support. The results contribute to educational practices aimed at supporting family literacy<br>during the transition to primary school and strengthening school–family collaboration.</span> </p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_18691960 |
| institution | Zenodo |
| language | |
| publishDate | 2026 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | LITERACY AT SCHOOL ENTRY: FAMILY LITERACY AMONG PARENTS OF FIRST-GRADE PRIMARY SCHOOL CHILDREN Prof. Dr. Kazım Biber <p><span>The purpose of this study is to examine the family literacy levels of parents of first-grade primary<br>school children and to explore how these levels are reflected in home-based literacy practices. An<br>explanatory sequential mixed-methods design was employed. In the quantitative phase, data were<br>collected from 282 parents of first-grade students in the Altıeylül district of Balıkesir using the<br>Family Literacy Scale and a Demographic Information Form. Based on total scale scores, parents<br>were categorized into low, medium, and high family literacy levels. Quantitative findings revealed<br>significant differences across these levels and indicated that child-focused literacy practices were<br>reported more frequently than parents’ own literacy behaviors.<br>In the qualitative phase, semi-structured individual interviews were conducted with 12 parents<br>selected according to their family literacy levels. Thematic analysis yielded six main themes: the<br>structure of the home literacy environment, the quality of parent–child interaction, children’s<br>participation in literacy activities, engagement with written language in daily life, facilitating and<br>constraining factors, and the role of the school. Qualitative findings indicated that parents with<br>high family literacy levels implemented literacy practices in a more planned, interactive, and<br>everyday-life-integrated manner, whereas parents with low and medium levels tended to rely on<br>more situational and inconsistent practices. The integration of quantitative and qualitative<br>findings suggests that family literacy is a multidimensional construct shaped not only by the<br>frequency of practices but also by the quality of interactions, parental awareness, and school<br>support. The results contribute to educational practices aimed at supporting family literacy<br>during the transition to primary school and strengthening school–family collaboration.</span> </p> |
| title | LITERACY AT SCHOOL ENTRY: FAMILY LITERACY AMONG PARENTS OF FIRST-GRADE PRIMARY SCHOOL CHILDREN |
| url | https://doi.org/10.5281/zenodo.18691960 |