Literacia familiar e desempenho em alfabetização

Abstract

Family engagement supports the development of reading predictor skills, providing an opportunity for closer family bonds and improvements in children's attitudes regarding reading and writing. Thus, the present study aimed to identify the main family literacy practices and literacy performance. To this end, three instruments were applied to 367 parents/guardians of children enrolled in the first year of elementary school: a sociodemographic questionnaire, a literacy questionnaire, and a literacy performance perception questionnaire. Descriptive analyses were performed. It was found that, in literacy, verbal interaction practices are more frequent when compared to reading predictor practices and contact with writing. Furthermore, regarding literacy data, children had greater ease in recognizing block letters, when compared to cursive ones. The study contributed to the scientific literature on educational aspects, in addition to the possibility of supporting intervention initiatives aimed at promoting family literacy, given the frequencies presented here.