Strategies for Improving Parental Involvement in Acquisition of Literacy Skills among Pupils in Primary Schools in Akithi Division, Tigania West District, Kenya

Abstract

Literacy is the basis for most school learning, and one of the surest predictors of academic achievement. Studies indicate that parents in Kenya are not actively involved in their children’s literacy acquisition process. This study sought to establish the possible strategies that could be put in place to enhance parental involvement in the acquisition of literacy skills. The study was carried out in Akithi Division, Tigania West District, Kenya. Descriptive survey research design was used to carry out this study. Data collection was done using questionnaires and interview schedules. The study suggests that school administrators need to formulate clear policy guidelines on the involvement of parents in the literacy development of their children.