Date of Award
2024
Document Type
Thesis
Publisher
Edith Cowan University
Degree Name
Doctor of Philosophy
School
School of Education
First Supervisor
Pauline Roberts
Second Supervisor
Kay Ayre
Abstract
The purpose of this doctoral study was to investigate parental experiences and perceptions of utilising a literacy-based text messaging program, Kindytxt, and explore how this program may have influenced parental literacy practices with kindergarten-aged children. The study was grounded in social constructivism and employed an interpretivist epistemological approach, emphasising the participants’ views to generate meaning. The research was underpinned by Vygotsky’s sociocultural theoretical perspective, highlighting the role of parents in shaping their child’s literacy development based on their individual experiences, cultural traditions, languages, and beliefs. This theoretical perspective was paired with Bronfenbrenner’s ecological systems theory and his later bioecological systems theory, which underscore the substantial impact of a child's family on their literacy learning. Both theories support the concept that family literacy practices are culturally and socially situated.
To ensure a rich understanding of parents’ experiences and perceptions of the phenomenon, Kindytxt, a hermeneutic phenomenological methodology was adopted. This methodological approach allowed the researcher to capture the essence of participants’ experiences. Additionally, the data was considered in the context of parents’ utilisation of this new literacy-based text messaging program; therefore, a mixed-methods research design was employed. The data collection methods included semi-structured interviews, audio recordings of parents reading a book to their child, parent text message record grids, participant technology diaries, and concluding focus groups. These data were used to compare individual participant experiences and perceptions of the Kindytxt program across multiple data sets, and multiple participant experiences and perceptions across individual data sets, identifying similarities and differences within the data. These methods were also used to assess the impact of the Kindytxt program on parent-child literacy practices in the home context and to create individual participant case studies.
The results in this doctoral study indicate that the Kindytxt program effectively reduced some key barriers to home-based literacy learning, as identified in the literature review. The barriers identified as reduced by parents’ engagement in the Kindytxt program were insufficient information on school literacy available to parents; the complexity of engaged parenting and associated literacy tasks; and the literacy-based benefits for the child being too distal for parents to appreciate. Additionally, the program showed potential for supporting several key enablers of home-based literacy learning. The enablers identified as supported were the frequency with which children play with letters; parent-child focus on letters and sounds; and the frequency with which parents read to their child. The findings offer valuable insights into the effectiveness of literacy-based text messaging programs like Kindytxt in boosting parental engagement in home-based literacy learning. Improvements in parent-child literacy activities at home can contribute to enhanced literacy outcomes for children.
DOI
10.25958/vrh6-mx95
Access Note
Access to this thesis is embargoed until 21 September 2027
Recommended Citation
Binns, A. (2024). An exploration into the influence of a literacy-based text messaging program on home literacy practices. Edith Cowan University. https://doi.org/10.25958/vrh6-mx95