Early Parental Support as Predictor of Early Literacy Skills: A Study from Four Administrative Districts in Ghana

Abstract

This study from four administrative districts in Ghana suggest that early parental involvement
in their children’s literacy practices is likely to predict better effects on these children in basic
reading skills. The benefits of parental involvement and support as predictor of literacy and
educational achievement are enormous. They go beyond early academic achievement in
pre-school. Early exposure to reading with parents from the homes predisposes children for
formal basic literacy instruction. Indeed, early involvement of parents in their child’s reading is
found to be the number one critical factor contributing positively to language and emergent
literacy. Home reading activities in which parents are involved significantly influence
achievements in reading as well as in language comprehension and expressive language skills.
This report also points to possible link between educational background of parents and
children’s reading achievement at the pre-school: the higher the parental education background,
the higher the level of home involvement predicting children’s early achievement in literacy
skills.