Parental Influences on the Enjoyment of Reading

• In Event: Poster Session 10
  In Poster Session: PS 10 Topic - Education, Schooling

Abstract

Purpose. Successfully functioning in a literate society requires its members to be able to communicate with others and increase knowledge using literacy. In addition to cognitive capacity, strategies, metacognition, and background knowledge, literacy requires motivation. (Pressley, Borkowski, & Schneider, 1989). Focusing only on the development of literacy skills, such as decoding, vocabulary, and comprehension skills, is insufficient for encouraging reading and fostering an enjoyment of reading is equally important. Unfortunately, in 2016, the United States ranked 32nd among 50 other countries when only 36% of its fourth graders indicated they “very much like reading” (International Association for the Evaluation of Educational Achievement, 2016). Understanding the background characteristics that effectively influence the development of reading enjoyment is critical (Troyer, et al., 2018). Using interpretive phenomenological analysis, this study documents and describes how parents perceived their experiences and practices encouraging reading with their children.

Procedure. The study sample comprised with twenty parents of older elementary children, ages 9-13, from throughout the United States. Data collection included semi-structured phone interviews ranging from 40-90 minutes that were recorded and transcribed. Analysis of data focused on examining the transcripts and identifying significant statements that indicated how the participants viewed their parenting experiences with reading. The transcripts were coded and recoded line by line until relevant themes emerged (Smith, Flowers, & Larkin, 2009).

Results. The analysis revealed four main themes regarding parental practices: (a) creating positive associations, (b) modeling valuing reading, (c) developing interests through reading, and (d) making reading materials accessible. Many parents developed positive associations with reading by practices such as reading together. The parents modeled the value of reading for entertainment and increasing knowledge. Many parents used reading to spark and develop the interests their children pursued. The parents reported providing access to reading materials through purchases or visiting libraries, and many reported having criteria for the books they chose to own.

Conclusion. This study sheds light on the influence of the home environment for fostering enjoyment in reading. By creating positive associations, modeling valuing reading, developing interests, and providing access to reading materials, the parents illustrated effective practices for encouraging reading. Understanding the influence of parents offers valuable insight for fostering love of reading and developing citizens who can thrive.

Author

• Rebecca Friesen, University of Arizona
  Presenting Author