Family Literacy Programs in Qatar: Teachers’ and Parents’ Perceptions and Practices
Bibliographic record
Abstract
The importance of the role of the family in the development of children’s early literacy has been widely recognized. Therefore, schools have frequently attempted to establish programs that help families promote their children’s literacy learning. This study explored early childhood teachers’ and parents’ perceptions about family literacy programs in which they got involved. It also examined practices used by teachers and parents to promote children’s literacy learning as well as to support the role of the family in the development of literacy. The sample included all teachers and parents who participated in the family literacy programs in two independent preschool settings in Qatar. A total of 16 teachers and 156 parents completed the self-reported questionnaires. Moreover, interviews with 10 teachers and 20 parents were conducted. Results indicated that teachers’ and parents’ perceptions and practices of family involvement programs were ranged from high to fairly moderate. A strong positive correlation was found between parents’ perceptions of family literacy programs and their practices, while teachers’ perceptions were not correlated with their practices. In light of the study findings, implications for expanding family literacy programs are described.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".