ÇakIroğlu, AhmetKuruyer, Hayriye GülBaskan, GAOzdamli, FKanbul, S.Özcan, D.13.07.20192019-07-1613.07.20192019-07-1620121877-0428https://doi.org/10.1016/j.sbspro.2012.06.480https://hdl.handle.net/20.500.12451/50624th World Conference on Educational Sciences (WCES) -- FEB 02-05, 2012 -- Univ Barcelona, Barcelona, SPAINWOS:000314465905136This paper tries to describe according to the opinions of teachers and parents whether families involve in reading and writing skill acquisition process of first grade elementary school students and how effective the involving families are in this process. Information was received from teachers and families about reciprocal expectations of teachers and families, procedure of the process, teacher-family communication and home studies. Two first grade teachers from two primary schools representing subclass and upper-class and parents of the students in these classes were interviewed. Survey forms for teachers and parents were employed in information acquisition. Obtained findings were interpreted according to the frequency and opinions. When opinions of teachers and parents are evaluated in general, it can be stated that teachers and parents from sub-class are less sensitive about family participation and inadequate in maintaining participation.eninfo:eu-repo/semantics/openAccessReading and Writing AcquisitionFamily InvolvementConference Object465588559210.1016/j.sbspro.2012.06.480WOS:000314465905136N/A