Descripción: |
This is a qualitative study of the literacy practices of eight families who
live in San Andrés and San Pedro, Cholula, México. The study
looked at how fathers´ literacy experiences affect their attitudes toward
the own children´s literacy, and how the fathers´ attitudes affect their
children´s literacy development. It also looked at the extent to which fathers
in the research community engage in literacy practices with their children.
Whether or not the families provide a "reading environment" in the home was
assessed, based on two criteria: (1) a variety of reading material in the
home, and (2) a home where at least one parent reads regularly for pleasure.
All fathers who participated in the study want their children to have the
benefits of learning to read and write, whether or not they themselves had
positive experiences while learning to read and write. The fathers do not
want their children to have negative experiences, but they do want them to
receive the benefits that one derives from being literate. It was found that
they are aware of the benefits of spending time with their children in literacy
activities, despite popular beliefs to the contrary. It was also shown that
there is a range of awareness among the participant families as to the importance
of encouraging their children to read regularly, not only by making reading
materials available, but also by their own example of reading for pleasure.
Although the parents see helping with schoolwork as important, they have
different degrees of involvement with this activity. Some of the families
reported that the main literacy activity in their homes is homework. It was
also been shown that fathers and mothers are willing to share the responsibility
of helping their children learn to read and write.
Some of the implications include the need for teachers to be aware that children
are influenced by how their parents view reading, and that since not all
students are encouraged to read by their parents, teachers need to be aware
of the importance of encouraging students to read for pleasure. Also, parents
possess untapped Funds of Knowledge that the schools should take advantage
of.
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