Document Type
Article
Publication Date
2017
Publication Title
AERA Open
Abstract
This qualitative study investigated the ways in which 84 parents from predominantly low-income communities described supporting their third graders’ reading skills, motivation, and habits. Thematic analysis of open-ended parent interviews indicated that parents actively and deliberately scaffolded their children’s progress toward developing independent reading skills. Parents explicitly communicated the value of reading in everyday conversations; actively listened to their children read, even if they did not understand the language in which the text was written; asked reading comprehension questions; created a home environment conducive to sustained reading; promoted reader autonomy through encouragement of strategy use; and incorporated reading practices into daily routines. Parents often described their own efforts as responsive to their children’s level of reading motivation and reading performance, thus highlighting the reciprocal nature of parent–child reading interactions. Findings reveal a variety of ways in which families support their children’s reading skills, motivation, and habits.
Keywords
literacy, parents and families, qualitative research, reading
Volume
3
Issue
3
DOI
10.1177/2332858417714457
Rights
© The Author(s) 2017
Recommended Citation
Capotosto, Lauren; Kim, James S.; Burkhauser, Mary A.; Park, Soojin Oh; Mulimbi, Bethany; Donaldson, Maleka; and Kingston, Helen Chen, "Family Support of Third-Grade Reading Skills, Motivation, and Habits" (2017). Education and Child Study: Faculty Publications, Smith College, Northampton, MA.
https://scholarworks.smith.edu/edc_facpubs/15
Comments
Archived as published.