The Relationship between Home Experience and Literacy Development among Kindergarten Children in Kanenus School, Sheger City, Gelan Sub-city, Ethiopia
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Date
2023-06
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Addis Ababa University
Abstract
The goal of this study was to investigate the relationship between home experience and literacy development among kindergarten children attending the Kanenus School in Gelan sub-city, Sheger city, Oromia region. A quantitative non-experimental correlational study was conducted with 60 kindergarten children and their parents. While questionnaires were administered to gather information on literacy-related home practices from parents, data from students was assessed using the literacy subtest IDELA assessment package. Correlational analysis showed: (a) the four types of literacy-related home practices, i.e., oral communication, parental teaching, shared reading, and parental modeling, were positively correlated with students' literacy performance; (b)Parental modeling and shared reading exhibited stronger associations compared to the other practices. (c) Of the six types of literacy practices examined, all except writing showed a positive correlation with students' overall home experiences; (d) despite most parents having a middle or upper range monthly income; their homes lacked an adequate number of books for children. Based on the results and discussions strengthening school – parent relationship and organizing awareness creation schemes for parents and teachers on integrating home and school literacy experiences are recommended as future actions. Since this research is limited to one setting, initiating further research might also help to generate data for better understanding and wider applications.