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Family Involvement in Early Reading and Writing: A Needs Analysis Based on Stakeholder Perspectives

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Title: Family Involvement in Early Reading and Writing: A Needs Analysis Based on Stakeholder Perspectives
Language: English
Authors: Ecmel Yasar (ORCID 0000-0003-1947-1382), Mehmet Gültekin (ORCID 0000-0002-5281-1767)
Source: International Electronic Journal of Elementary Education. 2025 17(5):790-809.
Availability: International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 1
Primary Education
Descriptors: Foreign Countries, Elementary School Teachers, Elementary School Students, Parents, Stakeholders, Grade 1, Family Involvement, Emergent Literacy, Beginning Reading, Beginning Writing, Student Needs, Teacher Surveys, Family School Relationship, Organizational Communication
Geographic Terms: Turkey
ISSN: 1307-9298
Abstract: This study aims to reveal the multidimensional structure of family involvement in early reading and writing education and the needs that arise within this scope, based on the views of teachers, families, and field experts. In the study, the exploratory sequential design of mixed-methods research was adopted; the findings from interviews with stakeholders were supported by data obtained from 490 classroom teachers through a survey. The data obtained were analysed based on thematic analysis and descriptive statistics. The findings from the interviews revealed that all stakeholders considered family involvement to be a fundamental and indispensable element of the early reading and writing process. Furthermore, it was emphasised that this process should be supported not only through traditional forms of involvement but also through systematic family information meetings and home- and classroom-based involvement methods. It was found that teachers and families experienced similar difficulties, especially at the beginning of the early reading and writing process, and had common needs in terms of information meetings and family involvement. According to the survey findings, families need to be informed about issues such as developmental processes, effective communication and fine motor skills development, and are expected to support their children in areas such as fine motor skills development, reading comprehension and legible writing. Stakeholder views indicate that family involvement processes based on home and classroom settings can be carried out in a more conscious and sustainable manner when families are informed based on their needs. In this context, it has been observed that needs-based, programmed, and systematic family involvement processes have the potential to increase student achievement.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1485158
Database: ERIC
FullText Links:
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  Data: Family Involvement in Early Reading and Writing: A Needs Analysis Based on Stakeholder Perspectives
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  Data: <searchLink fieldCode="AR" term="%22Ecmel+Yasar%22">Ecmel Yasar</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1947-1382">0000-0003-1947-1382</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mehmet+Gültekin%22">Mehmet Gültekin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5281-1767">0000-0002-5281-1767</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Electronic+Journal+of+Elementary+Education%22"><i>International Electronic Journal of Elementary Education</i></searchLink>. 2025 17(5):790-809.
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  Data: International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
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  Data: 20
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
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  Data: 1307-9298
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  Label: Abstract
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  Data: This study aims to reveal the multidimensional structure of family involvement in early reading and writing education and the needs that arise within this scope, based on the views of teachers, families, and field experts. In the study, the exploratory sequential design of mixed-methods research was adopted; the findings from interviews with stakeholders were supported by data obtained from 490 classroom teachers through a survey. The data obtained were analysed based on thematic analysis and descriptive statistics. The findings from the interviews revealed that all stakeholders considered family involvement to be a fundamental and indispensable element of the early reading and writing process. Furthermore, it was emphasised that this process should be supported not only through traditional forms of involvement but also through systematic family information meetings and home- and classroom-based involvement methods. It was found that teachers and families experienced similar difficulties, especially at the beginning of the early reading and writing process, and had common needs in terms of information meetings and family involvement. According to the survey findings, families need to be informed about issues such as developmental processes, effective communication and fine motor skills development, and are expected to support their children in areas such as fine motor skills development, reading comprehension and legible writing. Stakeholder views indicate that family involvement processes based on home and classroom settings can be carried out in a more conscious and sustainable manner when families are informed based on their needs. In this context, it has been observed that needs-based, programmed, and systematic family involvement processes have the potential to increase student achievement.
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  Data: 2025
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  Label: Accession Number
  Group: ID
  Data: EJ1485158
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 790
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Parents
        Type: general
      – SubjectFull: Stakeholders
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Family Involvement
        Type: general
      – SubjectFull: Emergent Literacy
        Type: general
      – SubjectFull: Beginning Reading
        Type: general
      – SubjectFull: Beginning Writing
        Type: general
      – SubjectFull: Student Needs
        Type: general
      – SubjectFull: Teacher Surveys
        Type: general
      – SubjectFull: Family School Relationship
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      – SubjectFull: Organizational Communication
        Type: general
      – SubjectFull: Turkey
        Type: general
    Titles:
      – TitleFull: Family Involvement in Early Reading and Writing: A Needs Analysis Based on Stakeholder Perspectives
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