Is the twig bent as the tree is inclined? Children and parents interacting with school‐distributed literacy assignments

Abstract

In this study, we analyze in-depth interviews conducted with 26 Dutch third-graders as well as interviews with one of each child's parents. The children attended one of six schools, each with a relatively large population of families with a low socioeconomic status, where homebased literacy assignments aimed at increasing children's enjoyment of reading were distributed for a duration of 3 years. The aim of this study is to gain knowledge of distinctive interaction characteristics of child-parent dyads regarding at-home literacy, to learn how these characteristics can help educational professionals and researchers answer to the needs of children and parents when designing and distributing at-home reading assignments. Based on the attitudes towards reading and the skillset of child and parent(s), we distinguished three reader-profiles: (1) Autonomously motivated readers, (2) Incompatible readers, and (3) Generational non-readers.

The positive role of parents and family in home-based literacy: An Integrative Review

“…(Rey-Guerra et al, 2022). In its role in learning at home, reading assignments at home must be differentiated, not repetitive, and concrete, complete, and structured (Akkermans-Rutgers et al, 2021). Early parent involvement and parental expectations are key longitudinal predictors of academic achievement (Froiland et al, 2013).…”