Throughout the world, many educators and researchers believe that parents can help their children learn to read. Mostly, they promote the involvement of parents in school and readiness of children simultaneously. Their studies seek the evidence that supports the idea in involving parents in the reading readiness of children. The goal of this report is to review the scientific literature on the role played by parents in children’s acquisition of literacy and reading readiness of the kindergarten pupils.
Research has revealed that even philosophers such as Plato (427-347 BC), Comenius(1592-1670), and Frobel (1728-1852) continue to impact education today, just as they were instrumental in their lifetimes in inspiring parents to work with their children on language development at early ages (Durkin, 1996). The philosophy of Plato in the development of oral language is fundamental since birth and the responsibility of raising their children is reflected in the current literacy emphasis on adults to share storybooks with children, to enable them to begin the process of developing the skills required for literacy. The developmental stage of pupils in kindergarten is the most fundamental in preparing them in grade school. It has been distinguished that the involvement of parents is highly considered in their readiness for school.
Parents’ involvement in the early education of children plays a very vital role in the development of achievement and reading readiness of children which supports the responsibilities of parents in observing the authority of responsible parenthood to young children. A studious inquiry of parents’ involvement in the education of children is essential to support readiness. Their beneficent effects and academic achievement towards reading readiness have distinct outcomes through thorough exploration and research. Even though, there are some admonishments of parents’ involvement, it is clearly emphasized that parents involvement is incredibly embolden for the educational development and opportunities for kindergarten children. Efficient and positive coordination with parents to their involvement in the readiness of children is the most prevailing approach for the accomplishment of children’s successful performance in school. Research conveys the idea that parental involvement in reading readiness of children can help most effectively through providing learning reinforcement at home and associated with closed monitoring of children’s learning development. Although most children do actually learn to read in school, research has shown the importance of the preschool years in laying the foundation for learning to read. The influence of the parents during these years on their child’s intellectual development, in general, and reading readiness development, in particular, is well defined and developed.
The practical knowledge that acquired by pupils in the early stage of development makes more meaningful in the later literacy development of children as educators showed in the existence of their different studies. In the early literacy, it is mostly showed that joint book reading together with parents creates positive effects on reading readiness of children. Parent and child relationship in early literacy like reading books, storytelling is a way to measure the level of parental involvement in reading readiness of children. The important influence of parents and the home environment on the developing child provides educators with a resource to insure children’s successful growth in reading. It seems that the responsibility for children’s reading development lies neither solely on the parents nor the schools, but rather must be shared by both.
Reading readiness tests in our curriculum today are generally administered upon school entrance and towards the end of kindergarten year. Which, they have much in common with oral reading test for the primary grades and readiness tests place more emphasis on the abilities found to be important in learning to read and literacy development of children.