Mothers’ Implicit Theories of Early Literacy Instruction: Implications for Children's Reading and Writing

Abstract

Subjects in this exploratory study were 19 five‐ to six‐year‐old children and their mothers. Mothers completed surveys of family literacy practices and beliefs about early reading Instruction and children's emergent literacy skills were assessed. Results showed that one group of mothers held implicit theories that resembled whole language models of literacy Instruction. A second group of mothers held views that resembled a phonics orientation, while a smaller group of mothers had more varied and idiosyncratic beliefs. Mothers’ implicit theories were associated with their modeling of literacy behaviors, helping their children write, and with their children's independent exploration of writing and current levels of literacy skill. Results point to the importance of parents’ implicit developmental theories and the heed to understand how parental belief systems affect the roles that families play in literacy acquisition.