The nature and extent of parental involvement and support in the development of reading skills among grade one learners in Zimbabwean primary schools’

This paper explores the nature and extent of parental involvement in the development of reading skills among grade one learners in Zimbabwe primary schools. The paper is underpinned by Sociolinguist and Ecological approaches to learning. Literature reviewed linked parental involvement and support to children’s academic success. The study employed a mixed-methods sequential explanatory design. Participants included 24 teachers, 18 parents and 90 grade one learners. Purposive sampling technique was used to select participants. Data was collected through questionnaires and interviews. Learners responded to questionnaire interviews while parents and teachers responded to interview questions for triangulation purposes. Findings revealed that parents faced various challenges which led to failure to assist children with reading at home. Findings also revealed that lack of parental involvement and support for reading initiatives contributed immensely to children’s failure to develop reading skills. The study recommends the adoption of a Collaborative Reading Programme Model for initiating the reading culture to enhance the development of reading skills among learners.