‘My mum sometimes helps me with my writing’: Parents' and children's perspectives of home-led writing

This qualitative study aimed to explore parents' and children's perspectives of parental involvement in children's writing. Theoretical models argue for the benefits of parental involvement to supporting children's learning. Research has placed little attention in examining parental involvement in children's writing. Participants included 27 Australian Year 2 parent-child dyads, who were interviewed about their home-led writing. Results suggested parents and children valued parental involvement. Despite this, parents reported little communication from teachers about supporting their child's writing. Implications include encouraging stronger partnerships and more frequent communication between parents and schools to help support children's writing across home and school fronts. • Parents reflected positively on supporting their child's writing development. • Parents thought both parents and teachers should support child's writing. • Parents (22 %) said they had no contact from teachers about their child's writing. • Majority of children reported benefits of parental involvement in their writing. • Parent-school partnerships is recommended to support children's writing.