| This study examined the congruence between parent and teacher perceptions of the literacy activities young children engage in at home. A 10-step process was used to develop a 40-item, 4-point Likert-type survey of home literacy activities that was completed by parents of preschoolers from low-income backgrounds (N = 193) and kindergarten teachers (N = 210). Respondents first rated the importance of each activity. Then parents reported, while teachers recommended, the frequency of parent-child engagement in each activity.;An exploratory factor analysis revealed a two-factor solution---Natural Interactions (e.g., talking, reading, singing) and Structured Activities (i.e., "school-like" activities, and use of specialized materials). Statistically significant differences between parent and teacher importance ratings were found on the factors and individual survey items. Parents rated both the Natural Interactions and Structured Activities factors, and over 50% of the individual survey items, as more important than teachers. Statistically significant frequency ratings by parents and teachers revealed congruence on the Natural Interactions factor. However, teachers' frequency ratings were significantly higher on the Structured Activities factor, and there were also statistically significant differences between parents and teachers on 50% of the individual frequency items, although the magnitude of the differences varied. Teachers recommended a significantly higher engagement in 17 of the individual items. For example, compared to parents' reported frequency, teachers would recommend that parents take their children to the library more often, spend more time encouraging their children to practice making letters using various materials, and spend an increased amount of time engaged in reading activities like asking the child questions and encouraging the child to talk about a story. In addition, teachers would recommend that parents spend more time immersed in rhyming-type activities like reading nursery rhymes, singing children's songs that rhyme, and playing rhyming games.;In contrast, parents scored significantly higher than teachers on three items. Parents reported spending more time than teachers would recommend engaged in activities such as watching educational television, singing songs heard in church or on the radio, and playing with educational toys or computer games. Suggestions to achieve congruence between home and school are offered. |
