Assessing the Relationship between Children’s Early Language, Home Literacy Environment and Reading Performance in Early Grades in Rural and Urban Areas of Bauchi State

Abstract

The importance of parental involvement in children’s learning has never been in doubt. Recently, the issue has received increased attention among scholars. The job of teaching children at the early grade level is therefore easier when teachers take into cognizance and utilizes their background knowledge, skills and attitudes, which they must have acquired from home. This research work aims at addressing the question, “How can parents support teachers in teaching early language and reading skills to their students?” This is with the view to revamping the perception of parents, teachers, and communities regarding their roles toward the literacy of children. Methodologically, the study adopts descriptive research approach, through purposive sampling technique. In addition, interviews and questionnaires were the tools used for data collection. 600 Participants/respondents (200 children and 400 adults) were used for this study from the 20 Local Government Areas of Bauchi. Mean was used to analyze the data gathered. The findings of the study revealed that parents do less to improve their children literacy skills either by themselves or proxy as a result of lack of time, knowledge or even finance. Also, the results indicated that parents have a place in improving early literacy skills in their children by guiding, reading, speaking to them and even attending to their problems. The study therefore concludes that home, parents and immediate environment are essential to children early reading skills.