ACQUISITION OF EARLY LITERACY SKILLS THROUGH CAREGIVER SUPPORT: INSIGHTS INTO PRINT, PHONOLOGICAL AND EARLY WRITING SKILLS AMONG PRESCHOOLERS IN YABA, LAGOS

Abstract

This study examined the role of caregiver involvement in the acquisition of foundational literacy skills among Nursery Two pupils in Akoka, Lagos. Focusing on three domains of early literacy, print awareness, phonological skills, and early writing, the research explored how parental support enhances children’s emergent literacy development. A case study design was adopted, involving twenty pupils and their parents. Structured literacy assessments were administered to children, while parents completed questionnaires on home literacy practices. Findings revealed that pupils demonstrated strong print awareness and emergent writing skills but showed gaps in phonological awareness, particularly in rhyme detection. Children whose parents engaged in frequent shared reading, storytelling, and writing-related activities performed better across all literacy domains. Results affirm that consistent parental involvement significantly contributes to early literacy acquisition. The study underscores the need for home–school collaboration and recommends targeted parent literacy workshops to strengthen phonological support and balanced literacy exposure during the preschool years.