PARENTAL PARTICIPATION PRACTICES AS PRECURSORS OF PUPILS’ EARLY READING LITERACY SKILLS ACHIEVEMENT KIAMBAA SUB-COUNTY, KIAMBU COUNTY, KENYA

Abstract

The purpose of this study was to investigate ways in which parents are involved in their children's education as precursors of early literacy acquisition of children. The study used the Hoover-Dempsey and Sandler Parental Model as its theoretical lens. The study employed a descriptive survey design. Data was collected through questionnaires and a reading assessment checklist for children. Public and private primary schools included in the study were selected through stratified sampling criteria comprising 12% of the total number of schools in the Kiambaa Sub-county. A stratified sample of pupils and purposeful samples of parents and teachers were then made comprising 12% lower primary students, 12% parents, and 12% teachers from each of the selected schools. A pilot study was conducted before the final study. Data collected was analyzed using Statistical Package for Social Sciences (SPSS version 26.0). Pearson Chi-square test to establish whether there was a correlation between nuclear family structure, level of parents’ education, and parental involvement in early reading literacy skills achievement of lower primary school children. The results were presented in frequency tables, bar graphs, and bar charts. The findings of the study revealed that the majority of the children were aided in their reading literacy by their significant others and family members. Most parents always read with their children in their sitting room, parents seldom read with their children outside, some parents often read with their children in the kitchen, and fewer parents never read with children in the kitchen as well. The study concluded that family structure can have some impact on parental involvement in early reading literacy skills achievements for lower primary school children. The study recommended that parents and teachers must be aware of the significant contribution they can make to their children's learning by providing a stimulating environment around language, reading, and writing, as well as supporting the school's literacy agenda at home, both during the early years of schooling and later years. It can be concluded that parents are willing to engage when they believe the schools are open and eager to facilitate their engagement. Parental participation is difficult for teachers in particular, and both teachers and parents require particular help and clear instructions to promote engagement. The study recommends that parents and teachers must be aware of the significant contribution they can make to their children's learning by providing a stimulating environment around language, reading, and writing, as well as supporting the school's literacy agenda at home, both during the early years of schooling and later years.

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