{"id":{"repo_id":"cambridge","oai_identifier":"oai:www.repository.cam.ac.uk:1810/372150"},"canonical_url":"https://search.dev.ndltd.org/etd/cambridge/oai:www.repository.cam.ac.uk:1810/372150","repository":{"repo_id":"cambridge","name":"Cambridge University","base_url":"https://api.repository.cam.ac.uk/server/oai/request"},"display":{"title":"\"No one reads in our house\": Exploring the challenges faced by parents with limited literacy skills when helping their children with school-based reading activities at home","abstract":"The expectation that parents will be actively involved in their child’s learning has grown over the last half century, following comprehensive research on the importance of the family context for educational attainment. In line with government guidance, it is now an expectation within most primary schools in England that parents will regularly listen to their child read. However, statistics indicate approximately one in six adults are unable to read at a functional level; it is likely therefore that a significant minority of parents will struggle to support their child’s reading development. Throughout this inductive study, I draw on data collected from interviews with three groups of participants – student teachers, teachers, and parents – to investigate the challenges faced by parents with limited literacy skills when helping their children with home-school reading activities; I also explore how schools currently support these parents. Adopting a sociocultural approach, I apply two rounds of data analysis. First, through a thematic analysis, I identify themes relating to the difficulties some parents have in understanding both written and verbal communication; the impact of negative feelings around reading; the importance of building strong home-school relationships; and the potential of adult literacy courses. Second, I apply Holland et al.’s (1998) Figured Worlds theoretical framework to my data corpus to explore how the participants in my study have constructed their identities as readers, within the figured world of home-school practices. Through viewing my data through this lens, I note the possible inequity of certain home-school practices, alongside the resourcefulness of some parents and schools when implementing solutions to the challenges they face. Using my findings, I then recommend that schools review their home-school practices through the lens of educational equity, taking account of those parents with limited literacy skills; I provide several suggestions of how this could be achieved. I conclude this practitioner-based enquiry by reflecting on how my own practice has changed as a result of this study.","abstract_html":"The expectation that parents will be actively involved in their child’s learning has grown over the last half century, following comprehensive research on the importance of the family context for educational attainment. In line with government guidance, it is now an expectation within most primary schools in England that parents will regularly listen to their child read. However, statistics indicate approximately one in six adults are unable to read at a functional level; it is likely therefore that a significant minority of parents will struggle to support their child’s reading development. Throughout this inductive study, I draw on data collected from interviews with three groups of participants – student teachers, teachers, and parents – to investigate the challenges faced by parents with limited literacy skills when helping their children with home-school reading activities; I also explore how schools currently support these parents. Adopting a sociocultural approach, I apply two rounds of data analysis. First, through a thematic analysis, I identify themes relating to the difficulties some parents have in understanding both written and verbal communication; the impact of negative feelings around reading; the importance of building strong home-school relationships; and the potential of adult literacy courses. Second, I apply Holland et al.’s (1998) Figured Worlds theoretical framework to my data corpus to explore how the participants in my study have constructed their identities as readers, within the figured world of home-school practices. Through viewing my data through this lens, I note the possible inequity of certain home-school practices, alongside the resourcefulness of some parents and schools when implementing solutions to the challenges they face. Using my findings, I then recommend that schools review their home-school practices through the lens of educational equity, taking account of those parents with limited literacy skills; I provide several suggestions of how this could be achieved. I conclude this practitioner-based enquiry by reflecting on how my own practice has changed as a result of this study.","abstract_has_math":false,"creators":["Walter, Louise"],"institution":"University of Cambridge","degree_name":"Doctor of Education (EdD)","degree_level":"Doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Hofmann, Riikka","Gandolfi, Haira"],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-11-30","date_published":"2023-11-30","updated_at":"2026-07-24T01:33:11Z","subjects":["educational equity","figured worlds","home-school communication","home-school reading practices","limited literacy","parental engagement"],"languages":["eng"],"rights":[],"rights_urls":["https://www.repository.cam.ac.uk/bitstreams/920dbac1-3ec1-4f5f-8815-5bba9d6e841b/download","https://www.rioxx.net/licenses/all-rights-reserved/"],"identifier_entries":[]},"links":{"outbound_url":"https://doi.org/10.17863/CAM.111055","outbound_label":"DOI","outbound_source":"dc:identifier.doi"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Hofmann, Riikka","Gandolfi, Haira"]},{"key":"dc:creator","label":"Author","values":["Walter, Louise"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.issued","label":"Date","values":["2023-11-30"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cambridge"]},{"key":"dc:relation.isreferencedby.uri","label":"Dc Relation Isreferencedby URI","values":["https://www.repository.cam.ac.uk/handle/1810/372150"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Doctoral"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["educational equity","figured worlds","home-school communication","home-school reading practices","limited literacy","parental engagement"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["https://www.repository.cam.ac.uk/bitstreams/920dbac1-3ec1-4f5f-8815-5bba9d6e841b/download","https://www.rioxx.net/licenses/all-rights-reserved/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.17863/CAM.111055"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://www.repository.cam.ac.uk/bitstreams/8f4283b1-2c44-482c-a543-fd32decef2d8/download"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The expectation that parents will be actively involved in their child’s learning has grown over the last half century, following comprehensive research on the importance of the family context for educational attainment. 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First, through a thematic analysis, I identify themes relating to the difficulties some parents have in understanding both written and verbal communication; the impact of negative feelings around reading; the importance of building strong home-school relationships; and the potential of adult literacy courses. Second, I apply Holland et al.’s (1998) Figured Worlds theoretical framework to my data corpus to explore how the participants in my study have constructed their identities as readers, within the figured world of home-school practices. Through viewing my data through this lens, I note the possible inequity of certain home-school practices, alongside the resourcefulness of some parents and schools when implementing solutions to the challenges they face. Using my findings, I then recommend that schools review their home-school practices through the lens of educational equity, taking account of those parents with limited literacy skills; I provide several suggestions of how this could be achieved. 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First, through a thematic analysis, I identify themes relating to the difficulties some parents have in understanding both written and verbal communication; the impact of negative feelings around reading; the importance of building strong home-school relationships; and the potential of adult literacy courses. Second, I apply Holland et al.’s (1998) Figured Worlds theoretical framework to my data corpus to explore how the participants in my study have constructed their identities as readers, within the figured world of home-school practices. Through viewing my data through this lens, I note the possible inequity of certain home-school practices, alongside the resourcefulness of some parents and schools when implementing solutions to the challenges they face. Using my findings, I then recommend that schools review their home-school practices through the lens of educational equity, taking account of those parents with limited literacy skills; I provide several suggestions of how this could be achieved. 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