The nature of parental involvement in literacy activities of low achieving learners in disadvantaged contexts at a selected primary school in the Western Cape

Literacy levels measured against national and international tests indicate that South African learners are performing poorly. Literacy skills are critical in the development of learners, and research suggests that parents play an important role in enhancing these skills. The study takes into account the geographical, socio-economic and historical context of learners and parents, and seeks to determine why children are struggling with literacy activities. The research approach is both qualitative and quantitative in nature, from a pragmatic perspective. Critical literacy theory is employed as the theoretical framework, in conjunction with Bourdieu’s (1977) theory of practice. The study uses a number of tools to shed light on the research questions. The sample is made up of fifty-nine Foundation Phase learners, all who obtained less than 50% in English. Quantitative data were extrapolated by administering the PIRLS (2006) questionnaire, a standardised instrument used by the Progress in International Reading Literacy Study (PIRLS). Facts and figures from the questionnaire are presented and the data provided holistic understanding of the nature of parental involvement, as well as attitudes and behaviour towards literacy activities. Qualitative data in the form of focus-group interviews, semi-structured interviews and photographs provided insight into learners’ home environment. Interviews were categorised into dominant themes, patterns and relations. The findings illustrate that in order for parents to enhance their children’s literacy, the social context of learners have to be taken into consideration, to determine how parents view literacy, and the types of literacy they possess. The findings highlight the impact of poverty, violence and mother-tongue instruction on literacy development. There is a need for a South African curriculum to embrace a critical approach to literacy and abandon a transmission pedagogy approach.

Grantor dc:publisher.institution

University of the Western Cape

Year dc:date.issued

2020

Author dc:creator

• Davids, Rochelle

• Parental involvement
• Literacy activities
• Western Cape
• Primary school
• Information literacy

Licence

• https://uwcscholar.uwc.ac.za/bitstreams/d20c3784-4bd1-48fb-858b-742bdb18c65c/download