The acquisition of literacy and numeracy in early years education provides children with an essential skill for learning and life. This study aims to assess the literacy and numeracy skills of firstgraders in Qatari governmental schools. It also determines whether there is a relationship between numeracy skills and literacy skills and whether these are influenced by such factors as parents' educational level, students' prior knowledge, and gender. Study participants included 80 students (21 male, 59 female). The study used a quantitative research approach, and descriptive statistics were determined using Statistical Packages for Social Sciences (SPSS). The researchers used two research instruments: a numeracy survey and a literacy survey. The results demonstrated that participants attained a high level of oral language, phonological awareness, print awareness, knowledge of letters, and basic addition and subtraction facts with numbers 0-10. The results of the study also revealed that students possessed a medium level of writing development, place value, and adding and subtracting two-digit numbers and a low level of numeracy skills related to basic word problems, patterns, clocks, geometry, measuring, and money. In addition, the results demonstrated significant differences between male and female first-grade students, with male students having better literacy and numeracy skills than female students. The results s revealed no statistically significant differences in both literacy and numeracy related to pre-school knowledge, while there were significant differences ©2019 The authors and IJLTER.ORG. All rights reserved. in children's literacy and numeracy related to parents' educational level. These results were discussed and recommendations for practice and research were presented accordingly.
The importance of the role of the family in the development of children's early literacy has been widely recognized. Therefore, schools have frequently attempted to establish programs that help families promote their children's literacy learning. This study explored early childhood teachers' and parents' perceptions about family literacy programs in which they got involved. It also examined practices used by teachers and parents to promote children's literacy learning as well as to support the role of the family in the development of literacy. The sample included all teachers and parents who participated in the family literacy programs in two independent preschool settings in Qatar. A total of 16 teachers and 156 parents completed the self-reported questionnaires. Moreover, interviews with 10 teachers and 20 parents were conducted. Results indicated that teachers' and parents' perceptions and practices of family involvement programs were ranged from high to fairly moderate. A strong positive correlation was found between parents' perceptions of family literacy programs and their practices, while teachers' perceptions were not correlated with their practices. In light of the study findings, implications for expanding family literacy programs are described.
There is an increased recognition that family literacy programs can play a fundamental role in enhancing young children's literacy learning. Research in early literacy development stresses the importance of a partnership between home and school in promoting literacy skills among children (Nutbrown, Hannon, & Morgan, 2005). The concept of family literacy was used to refer to the interrelated literacy practices used by parents and/or family members and children in homes (Hannon, 2000; Teale, 1986). Although family literacy programs are a relatively new phenomenon within the educational context in Qatar, the effectiveness of these programs and the attitudes of those who are involved in these programs remain unknown. Therefore, this study was designed to assess the effectiveness of family literacy programs on children's literacy development implemented in Qatari preschool settings. It also explored the main areas of family literacy programs. Moreover, it examined the attitudes of teachers and parents towards their involvement in literacy learning after the implementation of the family literacy programs. A multi-method approach was utilized, including questionnaires, interviews, and observations. To achieve the objectives of the study, family literacy programs were established in Qatari preschool settings where teachers and parents worked together to facilitate preschoolers’ emergent literacy learning and development. The effectiveness of family literacy programs were assessed based on ORIM framework (Hannon, 1998), which conceptualizes families as supporting their children's literacy learning through providing “opportunities” for learning, showing “recognition” of children's activities, “interaction” with children in terms of literacy activities and providing a “model” of a literacy user. Results indicated that family literacy programs implemented in Qatari preschool settings supported children's literacy learning. Furthermore, the results revealed that both kindergarten teachers and parents of preschoolers expressed positive attitudes towards their involvement in the family literacy programs. In addition, it has been found that literacy practices advocated by ORIM framework were ranged from high to moderate, with “recognition of children's activities” receiving the highest rate, followed by providing “opportunities” for learning. Finally, the study revealed that parents addressed all four strands of literacy with “books” and “oral language” receiving the highest rate. The study suggested developing strategies and policies regarding family literacy programs within Qatari kindergarten and primary schools. The study also identified practices needed for parents to promote children's literacy learning and development. Future directions for research and practical implications are also discussed. Key References: Buhs, E., Welch, G., Burt, J., & Knoche, L. 2011. Family engagement in literacy activities: revised factor structure for The Familia – an instrument examining family support for early literacy development. Early Child Development and Care, 181(7), 989-1006. Hannon, P. 1995. Literacy home and school: research and practice in teaching literacy with parents. London: Falmer Press. Nutbrown, C., Hannon, P., & Morgan, A. 2005. Early literacy work with families: Policy, practice and research. London: SAGE. Pomerantz, E., Moorman, E., & Litwack, S. 2007. The how, whom, and why of parents’ involvement in children's academic lives: More is not always better. Review of Educational Research, 77, 373–410. Teale, W. 1986. Home background and young children's literacy development. In W. Teale and E. Sulzby. Emergent literacy: Writing and reading. Norwood, NJ: Ablex. ** This paper was made possible by NPRP grant # (NPRP 8-921-5-122) from the Qatar national research fund (a member of Qatar foundation). The statements made herein are solely the responsibility of the authors.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.