LITERACY AT SCHOOL ENTRY: FAMILY LITERACY AMONG PARENTS OF FIRST-GRADE PRIMARY SCHOOL CHILDREN

The purpose of this study is to examine the family literacy levels of parents of first-grade primary school children and to explore how these levels are reflected in home-based literacy practices. An explanatory sequential mixed-methods design was employed. In the quantitative phase, data were collected from 282 parents of first-grade students in the Altıeylül district of Balıkesir using the Family Literacy Scale and a Demographic Information Form. Based on total scale scores, parents were categorized into low, medium, and high family literacy levels. Quantitative findings revealed significant differences across these levels and indicated that child-focused literacy practices were reported more frequently than parents’ own literacy behaviors. In the qualitative phase, semi-structured individual interviews were conducted with 12 parents selected according to their family literacy levels. Thematic analysis yielded six main themes: the structure of the home literacy environment, the quality of parent–child interaction, children’s participation in literacy activities, engagement with written language in daily life, facilitating and constraining factors, and the role of the school. Qualitative findings indicated that parents with high family literacy levels implemented literacy practices in a more planned, interactive, and everyday-life-integrated manner, whereas parents with low and medium levels tended to rely on more situational and inconsistent practices. The integration of quantitative and qualitative findings suggests that family literacy is a multidimensional construct shaped not only by the frequency of practices but also by the quality of interactions, parental awareness, and school support. The results contribute to educational practices aimed at supporting family literacy during the transition to primary school and strengthening school–family collaboration.