Reading Literacy Training Curriculum Design using “The Empat-I” (4I) Literacy Framework For Parents

Ana Ratnasari, Asep Herry Hernawan, Laksmi Dewi

Abstract


Abstract: The important role of parents in building reading literacy can determine the direction of children's academic success, support personal growth, and lifelong learning. Literacy activities at home are able to create good interactions. Increasing parental involvement in supporting children's reading literacy is a key factor in improving learning outcomes. This study aims to design and develop a reading literacy training curriculum for parents using the Empat-I (4I) Literacy Activity Framework, which consists of initiation, identification, intervention and investigation. The curriculum is designed to equip parents with the skills and strategies that can be applied in guiding their children in reading effectively and sustainably. This research uses  the Design and Development Research (DDR)  method  with six stages. Data was collected through interviews, questionnaires, and literature studies to ensure that the resulting curriculum was relevant to the needs of parents in building a literacy environment that supports children's reading development. The results of the study show that reading literacy training using the 4I literacy activity framework can increase parents' confidence in guiding their children, enrich the literacy environment at home, and strengthen the relationship between family and school in supporting children's reading skills.

Keywords


Training Curriculum, Reading Literacy, Parents, 4I Framework, DDR

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References


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