This inquiry examined the types of literacy support parents gave their children at home, with fifteen students from a diverse class of 23 third graders, during an eight week integrated unit on writing autobiographies. A naturalistic inquiry approach found pattern differences between genders, with respect to the nature of support given at home. Boys, particularly the African American males, received more explicit guidance than girls did. Understanding the nature of parent literacy support can inform ways to connect home and school literacy experiences.
Kaste, J. A. (1999). Gender and cultural differences: A sociocognitive perspective on parent involvement in students' autobiographies. Reading Horizons, 39 (4). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol39/iss4/4