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Parental Involvement in Literacy Instruction: The Perspectives of Greek Special Educators

Date: August 17,2022 |Hits: 1877 Download PDF How to cite this paper

Eleni Morfidi1,*, Beatrice Bridglall2

1Department of Primary Education, University of Ioannina, Ioannina, Greece.

2School of Education & Social Sciences, Rockland Community College, SUNY (State University of New York), New York, USA.

*Corresponding author: Eleni Morfidi


Considering the need for parents to operate as co-educators, it is particularly important to understand the perceptions of special education teachers who deal with children’s learning difficulties regarding parents’ involvement in literacy instruction. Nineteen special educators who have been serving children with reading difficulties in inclusion settings of mainstream schools around Greece, participated in the present study. They have been interviewed using Epstein’s (1987) framework and data has undergone a thorough qualitative analysis. The results indicated the significant parental role in the literacy development of children with learning difficulties and the benefits of their involvement; reveal the responsibility of teachers and school for enabling parent involvement and the levels of perceived and actual involvement. Suggestions for bridging the gap between theoretical views and actual practice are discussed in the light of Bronfenbrenner’s (1994) bioecological interactive concept of family-school partnership and a family-centered model of provision for children with literacy difficulties.


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How to cite this paper

Parental Involvement in Literacy Instruction: The Perspectives of Greek Special Educators

How to cite this paper: Eleni Morfidi, Beatrice Bridglall. (2022). Parental Involvement in Literacy Instruction: The Perspectives of Greek Special Educators. The Educational Review, USA6(8), 356-366.

DOI: http://dx.doi.org/10.26855/er.2022.08.005

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