Family Literacy Programs in Qatar: Teachers’ and Parents’ Perceptions and Practices

• Published in: Journal of educational and developmental psychology 2017-04, Vol.7 (1), p.283
• Main Authors: Al-Maadadi, Fatima, Ihmeideh, Fathi, Al-Falasi, Maryam, Coughlin, Chris, Al-Thani, Tamader
• Format: Article
• Language: English
• ISSN: 1927-0526; 1927-0534
• DOI: 10.5539/jedp.v7n1p283

The importance of the role of the family in the development of children’s early literacy has been widely recognized. Therefore, schools have frequently attempted to establish programs that help families promote their children’s literacy learning. This study explored early childhood teachers’ and parents’ perceptions about family literacy programs in which they got involved. It also examined practices used by teachers and parents to promote children’s literacy learning as well as to support the role of the family in the development of literacy. The sample included all teachers and parents who participated in the family literacy programs in two independent preschool settings in Qatar. A total of 16 teachers and 156 parents completed the self-reported questionnaires. Moreover, interviews with 10 teachers and 20 parents were conducted. Results indicated that teachers’ and parents’ perceptions and practices of family involvement programs were ranged from high to fairly moderate. A strong positive correlation was found between parents’ perceptions of family literacy programs and their practices, while teachers’ perceptions were not correlated with their practices. In light of the study findings, implications for expanding family literacy programs are described.