This report presents the findings from a study conducted in 2003 on the strategies adopted at three schools to enhance home-school communication in the area of literacy, and in particular, reading. The study focused on the channels of communication operating at different levels of the school, and on teacher and parent experiences in sharing information about children’s development as readers. This study considered the ways in which parents of New Entrant, Year 2, and Year 4 children perceived their roles, and the roles of the teachers in their children’s reading development. It also focused on the practices and experiences of New Entrant, Year 2, and Year 4 students and their parents when engaging in school-like literacy activities at home.
The study involved nine New Entrant, Year 2, and Year 4 teachers, and five school literacy leaders from three primary schools in the greater Wellington area. It also involved 54 New Entrant, Year 2, and Year 4 children, and one of their parents.
Methodology
The main method used for gathering information in this study was semi-structured interviews with literacy leaders, teachers, parents, and children. Information on children’s gender, ethnicity, and reading performance was also gathered from the schools, as well as school literacy documents published for parents.