Abstract:
The study sought to investigate the influence of emergent literacy skills on literacy
development among pupils in Basic Schools. The study adopted the qualitative case
study for the study. The population used for the study comprised all basic school
pupils in the Agona West District in the Central region of Ghana. The study adopted
the maximum variation (heterogeneous) type of purposive sampling technique to
select 20 pupils (4 males, 16 females) from four schools in the District. This study
used observation and interview to examine the influence of emergent literacy on
literacy development. Thematic analysis was used for the data analysis. The findings
revealed that the home environment and ―technology‖ plays a very crucial role in
learners‘ literacy development. The study revealed that good interactions with parents
and other members of the family contribute a greater part of the participants‘ literacy
development before their first school entry. The results were analysed using thematic
analysis which mainly comprised qualitative content and data triangulation. This
research suggested strict parental involvement and home environment interactions as
the bases for literacy development. In addition, this study provides preliminary
evidence that close and trusting relationships between parents and teachers can foster
children‘s school readiness skills. The results can be used to develop more effective
school readiness interventions for families of young children.
Description:
A dissertation in the Department of Early Childhood Education,
Faculty of Educational Studies, submitted to the School
of Graduate Studies in partial fulfilment of the
requirements for the award of the degree of
Master of Education
(Early Childhood)
in the University of Education, Winneba
JUNE, 2022
