Parents’ perceptions of home reading activities: comparing children with and without learning disability
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Date
2010
Authors
Johnson, Ensa
Bornman, Juan
Alant, Erna
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
The early reading process can be viewed as triadic, encompassing the child, the parents and the
environment. We examine the impact of each of these three components on children’s participation
in home reading activities as perceived by their parents. The results obtained from a questionnaire
completed by parents of Grade 1 children, with and without learning disability, support findings
of previous studies that home reading environments of both groups and their parents’ role in story
book reading are not significantly different. The main finding was that children’s responses during
story book reading and their engagement in independent reading differ. Children without learning
disability are more involved in the reading process and independent reading than children with
learning disability. This implies that teachers need to encourage parents of Grade 1 children to
continue to actively engage in reading activities with their children despite their children becoming
independent readers, and to also assist them in the selection of appropriate reading material.
Description
Keywords
Book reading, Emerging literacy, Home reading, Independent reading, Learning disabilities, Parent perspectives, Participation
Citation
Johnson, E., Bornman, J., & Alant, E. (2010). Parents’ perceptions of home reading activities: comparing children with and without learning disability. Perspectives in Education, 28(1), 34-43.