Parents' Educational Level and its Relationship to Enhance Writing and Reading Difficulties Among Elementary School Students - A Field Study From the Teachers' Perspective

Abstract

Our study aimed to reveal the relationship between parents’ educational level and the improvement of writing and reading disorders among primary school pupils, as these are among the most widespread problems in the school environment at present, the topic was addressed by posing the central problematic question: Is there a relationship between parents’ educational level and the improvement of reading and writing disorders among their children in the primary stage from teachers’ perspectives? This was followed by a set of subsidiary questions, for which the study hypotheses were formulated as provisional answers.

The study sample consisted of (100) male and female primary school teachers. The descriptive method was adopted, and a questionnaire on learning difficulties was used as a tool for data collection. Accordingly, some statistical methods were applied, including percentages, arithmetic means, standard deviation, Pearson correlation coefficient, Cronbach’s alpha, and the differences test (T-test). The results of the study were as follows:

• There is a relationship between parents’ educational level and the improvement of reading and writing disorders among their children in the primary stage.
• There is a role for parents’ educational level in improving reading disorders, whereas there is no role for parents’ educational level in improving writing disorders among their children in the primary stage from teachers’ perspectives.
• Parents’ educational level does not contribute to addressing their children’s academic disorders in the primary stage from teachers’ perspectives.
• There are no differences in the improvement of reading and writing disorders between males and females.