Approaches mothers of first graders use to deal with perceived reading difficulties

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F17%3A00103046" target="_blank" >RIV/00216224:14210/17:00103046 - isvavai.cz</a>

Result on the web

<a href="https://www.degruyter.com/view/j/jped.2017.8.issue-2/jped-2017-0008/jped-2017-0008.xml" target="_blank" >https://www.degruyter.com/view/j/jped.2017.8.issue-2/jped-2017-0008/jped-2017-0008.xml</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1515/jped-2017-0008" target="_blank" >10.1515/jped-2017-0008</a>

Result language

angličtina

Original language name

Approaches mothers of first graders use to deal with perceived reading difficulties

Original language description

This study aims to enhance our understanding of how mothers of first graders cope with the perceived reading difficulties of their children. Their different perceptions stem from the reading aspirations the mothers have for their children. The study uses data obtained from in-depth semi-structured interviews with 10 mothers, conducted at the end of the second half of the 2015/2016 school year. The data analysis revealed that the differences in the mothers’ perceptions of their children’s reading difficulties are reflected in a wide variety of micro-actions aimed at solving them. Three different approaches can be identified: a) inspector mothers, who are most concerned about their child’s reading errors and their primary focus is on operationally correcting these errors; b) promoter mothers, who are primarily worried about their child’s potential or existing lack of interest in reading and who manage all reading activities so as to motivate the child (or prevent demotivation), e.g., through turn-taking in reading or in ensuring a regular supply of books; c) educator mothers, who fear most that their child will not understand the text and who show willingness and enthusiasm in explaining and creating various opportunities for reading literacy development, both as part of homework activities and leisure reading. They also engage in holistic attempts to prevent reading failures, and motivate their children to read through the act of reading. The conclusions of the study are explained in the context of self-determination theory and a discussion of the impact of parents’ socioeconomic status on their involvement or engagement in their children’s education.

Czech name

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Czech description

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Type

J_SC - Article in a specialist periodical, which is included in the SCOPUS database

CEP classification

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OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

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Continuities

S - Specificky vyzkum na vysokych skolach

Publication year

2017

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Journal of pedagogy / Pedagogický časopis

ISSN

1338-1563

e-ISSN

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Volume of the periodical

8

Issue of the periodical within the volume

2

Country of publishing house

SK - SLOVAKIA

Number of pages

31

Pages from-to

27-57

UT code for WoS article

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EID of the result in the Scopus database

2-s2.0-85043507370