Carer Supports in Reading-Writing for Children with Learning Difficulties: An Exploratory Cross-Sectional Pilot Survey

Abstract

When carers are involved in the reading-writing activities of their children at home, their academic performance shows improvement. In this study, a descriptive exploratory survey research design is used to evaluate the nature, type, length, quality, quantity, extensity, and intensity of such carer supports. Following a six-step tool development process, including a review of the relevant tools, and expert validation, an investigator-designed 10-item unstructured questionnaire was administered through open-ended interviews with a random sample of 143 carers of 120 students (comprised of 60 boys and 60 girls in the age group of 6-15 years) suspected of academic difficulties. The derived data in the form of yes/no responses and descriptive narrations by carers was recorded, content-analyzed, coded, scored, and collaboratively evaluated as frequency counts, percentages, and inferential non-parametric statistics. The results were analysed for key parameters like (i) place of study; (ii) time of study; (iii) study materials; (iv) initiation to study; (v) availability of support; (vi) timetable or curriculum; (vii) supervision; (viii) extracurricular activities; (ix) gadget use; and, (x) future goals. The findings are profiled, discussed, and highlighted along with recommended remedies in light of their implications or utility for reading-writing in such affected children.

Keywords: Parents, home settings, study habits, gadget use

DOI: 10.7176/JEP/14-24-05

Publication date:August 31^st 2023