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Effect of Family Literacy Education on Parents’ Communication with Teachers

Abstract

Family literacy education is an educational approach that develops the literacy knowledge and skills of family members while encouraging the use of literacy within the home and educational environment. Effective communication between parents and teachers is important for supporting learners’ academic progress, behaviour, and overall development. However, limited literacy skills may make it difficult for some parents to read school information, express concerns clearly, understand teachers’ messages, and maintain regular communication with teachers. This study will examine the effect of family literacy education on parents’ communication with teachers. Family literacy education involves learning activities that connect literacy development with family life, parenting responsibilities, and children’s education. It may include reading activities, writing exercises, comprehension tasks, vocabulary development, educational discussions, and guidance on using written school information. Through these activities, parents can improve their ability to understand written messages, prepare written responses, communicate information, and participate more effectively in educational matters concerning their children. Parents’ communication with teachers refers to the exchange of information, ideas, concerns, and feedback between parents and teachers concerning learners and their educational progress. Effective communication may occur through face-to-face discussions, written messages, meetings, telephone conversations, and other communication channels. Family literacy education can influence this communication by improving parents’ reading comprehension, writing ability, vocabulary, and confidence in handling school-related information and expressing their views to teachers. The study will adopt a quantitative research design. The population will comprise parents participating in selected family literacy education programmes and parents whose children attend selected schools. Data will be collected using a structured questionnaire and communication skills assessment designed to measure exposure to family literacy education and parents’ communication with teachers. The instruments will be subjected to appropriate validity and reliability procedures before administration. Data collected will be analyzed using descriptive and inferential statistical techniques, while the relevant hypothesis will be tested at a 0.05 level of significance. The study is expected to establish that family literacy education has a positive effect on parents’ communication with teachers. It is anticipated that parents who participate in family literacy education programmes will demonstrate improved ability to understand school information, communicate their concerns, respond to teachers’ messages, and discuss their children’s educational needs. The study may also establish that improved literacy skills enable parents to participate more effectively in regular communication with teachers. The findings will have implications for teaching and learning in adult and family literacy education by emphasizing the importance of connecting literacy instruction with parents’ everyday educational responsibilities. Family literacy educators may incorporate school-related reading materials, communication exercises, educational forms, notices, and practical parent-teacher communication activities into programme delivery. Such approaches can make literacy education more functional and provide parents with opportunities to apply newly acquired skills to real educational situations. The study will be significant to adult educators, family literacy facilitators, parents, teachers, school administrators, parent organizations, educational institutions, and policymakers. Adult educators may use the findings to develop literacy programmes that address practical communication needs within families and schools. Teachers and school administrators may also benefit from improved parental communication, while parents may gain greater ability to understand school information and communicate effectively about their children's educational needs. The study will recommend that family literacy education programmes should incorporate practical reading, writing, comprehension, and communication activities related to school-family interactions. Literacy educators should provide parents with opportunities to practise interpreting school notices, writing messages, discussing educational concerns, and responding appropriately to teachers. It will also recommend stronger collaboration between family literacy providers and schools in developing relevant learning activities. The study concludes that effective family literacy education can improve parents’ communication with teachers and strengthen cooperation between families and schools.

Keywords: Family Literacy Education, Parents’ Communication, Teachers, Parent-Teacher Communication, Adult Literacy, Family Education, Literacy Skills, Reading Comprehension, Writing Skills, Educational Communication, Parental Involvement, School-Family Relations, Parent Education, Family Learning, Communication Skills