The theoretical part of the master thesis introduces the terms literacy, reading literacy and family literacy. It also explains the term reading and the factors that affect the literacy process, placing special emphasis on (reading) motivation. The thesis then describes the dimensions that have an influence on literacy, followed by a detailed presentation of the importance of family reading and the impact of reading patterns from parents on children's reading habits. Next, there is a presentation and description of several models of reading skills development, as well as the description of speech and reading development in children from birth to pre-school years up to their start of primary school. A comprehensive presentation of the types of development of (pre)reading and (pre)literacy capabilities are introduced, in addition to reading motivation in a family environment, in kindergarten and school. At the end of the theoretical part some examples are listed of national incentives and measures for the motivation and development of reading literacy and reading motivation in England, Norway and Finland. The second part of the thesis focuses on the presentation of a research and its results and findings. The research included 51 5th graders and their parents and its aim was to research the relationship of 5th graders with reading and their reading habits and how these are affected by their family environments (or the effects of family literacies), as well as their parents’ reading habits. It was discovered that the majority of the pupils that participated in the research likes to read and has an inner motivation for reading, deeming it an enjoyable activity. Another finding was that the parents’ reading habits (how frequently they read, the variety of their reading material) and the inclusion in family reading do not have a statistically significant influence on the pupils’ reading habits. However, it was discovered that there is a connection between reading as a value among parents and their children. Another aspect covered by the research was also the opinion of parents about the motivation and development of reading motivation in school. The data showed that more than half of the parents is not convinced whether teachers use the proper motivational methods for reading motivation or whether schools in general dedicate enough time to reading promotion among pupils, while also showing that most parents agreed that an increased cooperation between parents and teachers would be useful for increasing reading motivation in children.
|
