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<p>The present study examined the effects of a literacy-related family engagement intervention, which aimed to enhance story reading practices, on children’s early literacy skills and parents home literacy activities. One hundred and forty-two parents and their children participated in the intervention from six public kindergartens in Rethimno, Greece. This study implemented a quasi-experimental methodology design that included parents allocated randomly in two intervention-support groups and one control group: (1) the <i>intensive support group</i>, where parents attended eight storybook reading workshops, and were introduced to four story reading techniques (<i>N</i> = 43), (2) the <i>non-intensive support group</i>, where parents received written notes about the same story reading techniques as the intensive support group (<i>N</i> = 51) and (3) parents in the <i>control group</i>, who were not engaged at all (<i>N</i> = 48). Children’ early literacy skills assessed by tasks on print awareness, letter knowledge, vocabulary, listening comprehension and narrative skills. Parents completed a Likert-type scale for the assessment of their home literacy activities. The effects of mother education level, and previous home literacy practices in children’s outcomes were also tested. At last, changes in home literacy practices in all groups were measured. Effects were reflected on children’s early literacy skills. The present findings showed that family engagement affected positively children’s early literacy skills in both the intensive and non-intensive support groups. Also, both support groups had statistically significant higher scores compared to control group in all measures. Intensive support group yielded a significant advantage in retelling measures comparing to non-intensive support and control group. Mother education level or home literacy practices had no effect on the intervention, while changes in home literacy practices were noticed in both support groups. Family engagement resulted in statistically significant differences in students’ scores compared to students in the control group, indicating that parents can be very important partners in education.</p>

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Family engagement approaches to enhance kindergartener’s early literacy skills through storybook reading: Parents as partners in preschool education

  • 期刊论文

  • 发表日期：

    2025年7月19日

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  • Eleni Nikoloudaki,
  • George Manolitsis,
  • Vasilis Grammatikopoulos

摘要

The present study examined the effects of a literacy-related family engagement intervention, which aimed to enhance story reading practices, on children’s early literacy skills and parents home literacy activities. One hundred and forty-two parents and their children participated in the intervention from six public kindergartens in Rethimno, Greece. This study implemented a quasi-experimental methodology design that included parents allocated randomly in two intervention-support groups and one control group: (1) the intensive support group, where parents attended eight storybook reading workshops, and were introduced to four story reading techniques (N = 43), (2) the non-intensive support group, where parents received written notes about the same story reading techniques as the intensive support group (N = 51) and (3) parents in the control group, who were not engaged at all (N = 48). Children’ early literacy skills assessed by tasks on print awareness, letter knowledge, vocabulary, listening comprehension and narrative skills. Parents completed a Likert-type scale for the assessment of their home literacy activities. The effects of mother education level, and previous home literacy practices in children’s outcomes were also tested. At last, changes in home literacy practices in all groups were measured. Effects were reflected on children’s early literacy skills. The present findings showed that family engagement affected positively children’s early literacy skills in both the intensive and non-intensive support groups. Also, both support groups had statistically significant higher scores compared to control group in all measures. Intensive support group yielded a significant advantage in retelling measures comparing to non-intensive support and control group. Mother education level or home literacy practices had no effect on the intervention, while changes in home literacy practices were noticed in both support groups. Family engagement resulted in statistically significant differences in students’ scores compared to students in the control group, indicating that parents can be very important partners in education.