Relationship between Home Literacy Environment and Emergent Literacy Skill of Pre-School Children in Ilorin West Local Government Area of Kwara State

Abstract

Literacy development is a complex process that begins at birth which lasts a lifetime and is supported by promoting interaction in the home and school environment. The home environment is the first primary context that affords a child to practice literacy activities because as a child interacts with others it creates a setting for learning. Based on the role of the home environment, this study examined the relationship between home literacy and emergent literacy skill of pre-school children in Ilorin West Local Government Area of Kwara State. Two research questions and two research hypotheses were formulated for this study and tested at 0.05 level of significance. Seven hundred and fifty-six respondents from both public and private preschool were involved in the study which included 378 children and 378 parents. Home Literacy Environment Questionnaire and Assessment of Pre-school children's Emergent Literacy Skill Rating Scale were used to collect data. Data collected were analyzed using frequency count, mean, standard deviation and Pearson Product Moment Correlation (PPMC). The result indicated a significant positive relationship between home literacy environment and emergent literacy skill (r = .584; P = < 0.05) and between parents' literacy belief and emergent literacy skill (r = .543; P = < 0.05). It was concluded that home literacy environment facilitates emergent literacy skill of pre-school children. The study therefore recommended that seminar should be organized for parents on how to support their children literacy development at home. Also, parents should establish a literacy rich environment at home for their children. Keywords: Home literacy environment, Parents' literacy belief, Emergent literacy skill, Pre-school children Introduction