Low-literate parents' interactions during children's oral reading at home
This study investigates low-educated parents' interventions following their first grade children's blocks and errors while reading aloud at home. It also looks at the level of scaffolding offered by the parent during this activity. A sample of 42 parent-child pairs was considered in this research. Analysis from videos of children reading to one of their parent allowed to make comparisons between parents in three different levels of education. Results suggest that parents with low levels of education don't differentiate themselves from parents with a high school degree or professional studies. However, they distinguish themselves from parents having started or completed a college or a university degree. Faced with blocks and errors of the child, low-educated parents intervene more often by guiding the child towards decoding. Parents having completed post-secondary education intervene more often by signalling the error to the child or by acknowledging the block. Moreover, low-educated parents offer their children a lower level of scaffolding than parents having started or completed post-secondary education. Besides, the parents' strategies of interventions as well as the level of the scaffolding offered du ring this reading activity are both associated with the reading competences of the child.