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Parents' Utilisation of the Literacy-Based Text Message Program Kindytxt

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Title: Parents' Utilisation of the Literacy-Based Text Message Program Kindytxt
Language: English
Authors: Amanda Binns (ORCID 0000-0001-6607-8730)
Source: Journal of Early Childhood Literacy. 2026 26(2):612-632.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 21
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Descriptors: Early Childhood Education, Teaching Methods, Computer Mediated Communication, Literacy Education, Kindergarten, Parent Participation, Family Environment, Cultural Context, Child Development, Emergent Literacy, Parent Role, Family Literacy, Computer Oriented Programs, Parent Attitudes
DOI: 10.1177/14687984251370974
ISSN: 1468-7984
1741-2919
Abstract: Text messaging programs have emerged as effective tools for enhancing parental engagement in children's home-based literacy development, as substantiated by a growing body of research. This paper presents findings from a doctoral study that examined parental experiences and perceptions of a literacy-based text messaging program, with particular emphasis on how such initiatives inform and shape literacy practices in families with kindergarten-aged children. Rooted in the frameworks of social constructivism and interpretivism, the research privileges participants' unique perspectives to explore the varied meanings parents construct around their use of the Kindytxt program. The study was theoretically informed by Vygotsky's sociocultural theory, which underscores the influence of familial and cultural contexts on children's literacy growth, as well as Bronfenbrenner's ecological systems theory, which situates family environments as critical to early literacy outcomes. Employing hermeneutic phenomenology, the research adopted a mixed-methods approach to capture the lived experiences of parents engaged with the Kindytxt program, enabling a nuanced analysis of how text messaging might bridge potential gaps between home-based and school-based literacy learning practice. Key findings indicate that text message-based programs like Kindytxt hold the potential in mitigating common barriers identified in educational literature, including limited access to school literacy information, challenges in initiating literacy activities at home, and perceptions relating to the practical benefits of early literacy engagement. Parents reported that the prompt, accessible, and easily understood messages empowered them to integrate literacy-rich practices into daily routines. These results underscore the potential of literature-informed text messaging programs to foster stronger home-school aligned literacy learning and to improve literacy outcomes for children.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504049
Database: ERIC
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  Data: Parents' Utilisation of the Literacy-Based Text Message Program Kindytxt
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Amanda+Binns%22">Amanda Binns</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6607-8730">0000-0001-6607-8730</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Early+Childhood+Literacy%22"><i>Journal of Early Childhood Literacy</i></searchLink>. 2026 26(2):612-632.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 21
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Participation%22">Parent Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Environment%22">Family Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Context%22">Cultural Context</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+Literacy%22">Emergent Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Role%22">Parent Role</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Literacy%22">Family Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Oriented+Programs%22">Computer Oriented Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink>
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  Data: 10.1177/14687984251370974
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  Data: 1468-7984<br />1741-2919
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Text messaging programs have emerged as effective tools for enhancing parental engagement in children's home-based literacy development, as substantiated by a growing body of research. This paper presents findings from a doctoral study that examined parental experiences and perceptions of a literacy-based text messaging program, with particular emphasis on how such initiatives inform and shape literacy practices in families with kindergarten-aged children. Rooted in the frameworks of social constructivism and interpretivism, the research privileges participants' unique perspectives to explore the varied meanings parents construct around their use of the Kindytxt program. The study was theoretically informed by Vygotsky's sociocultural theory, which underscores the influence of familial and cultural contexts on children's literacy growth, as well as Bronfenbrenner's ecological systems theory, which situates family environments as critical to early literacy outcomes. Employing hermeneutic phenomenology, the research adopted a mixed-methods approach to capture the lived experiences of parents engaged with the Kindytxt program, enabling a nuanced analysis of how text messaging might bridge potential gaps between home-based and school-based literacy learning practice. Key findings indicate that text message-based programs like Kindytxt hold the potential in mitigating common barriers identified in educational literature, including limited access to school literacy information, challenges in initiating literacy activities at home, and perceptions relating to the practical benefits of early literacy engagement. Parents reported that the prompt, accessible, and easily understood messages empowered them to integrate literacy-rich practices into daily routines. These results underscore the potential of literature-informed text messaging programs to foster stronger home-school aligned literacy learning and to improve literacy outcomes for children.
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  Data: 2026
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  Data: EJ1504049
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        Value: 10.1177/14687984251370974
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      – Text: English
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        PageCount: 21
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    Subjects:
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Teaching Methods
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      – SubjectFull: Computer Mediated Communication
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      – SubjectFull: Literacy Education
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      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Parent Participation
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      – SubjectFull: Family Environment
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      – SubjectFull: Cultural Context
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      – SubjectFull: Child Development
        Type: general
      – SubjectFull: Emergent Literacy
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      – SubjectFull: Parent Role
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      – SubjectFull: Family Literacy
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      – SubjectFull: Computer Oriented Programs
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      – SubjectFull: Parent Attitudes
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      – TitleFull: Parents' Utilisation of the Literacy-Based Text Message Program Kindytxt
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