The Power of Home: How Family Literacy Shapes Early Reading Development in Young Children
DOI:
https://doi.org/10.36456/eszafr20Keywords:
family literacy, early reading development, parental involvement, children’s literacy, home environmentAbstract
Literacy is widely recognized as a foundational skill that enables children to engage meaningfully in society and learning. Among the factors shaping literacy development, family literacy plays a crucial role by providing children with early exposure to language, print, and supportive interactions at home. This study aims to investigate the impact of family literacy practices on early reading development in young children. Using a qualitative case study design, data were collected through interviews and observations in two families with children aged four and five. The findings reveal that both children demonstrated strong literacy skills for their age, including the ability to read alphabetically, recognize Arabic letters, and count numbers. The five-year-old child showed advanced competence supported by formal schooling and parental reinforcement. At the same time, the four-year-old, despite not yet attending school, displayed comparable abilities through consistent parental engagement, storytelling, and religious practices at home. These results indicate that family literacy significantly contributes to children’s emergent reading skills, complementing or even compensating for formal education. The study concludes that family literacy not only supports children’s technical abilities in reading and numeracy but also fosters motivation, confidence, and cultural identity as learners. Strengthening family literacy practices is therefore essential to ensure children’s school readiness and long-term academic success.
References
Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53(1), 371–399.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Bus, A. G., Van IJzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65(1), 1–21.
Chiu, M., & McBride, C. (2024). Parental scaffolding and early reading strategies: Mitigating socioeconomic gaps. Early Childhood Research Quarterly, 67, 112–125.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage.
Ellis, R. (2012). Language teaching research and language pedagogy. Wiley-Blackwell.
Gee, J. P. (2015). Social linguistics and literacies: Ideology in discourses (5th ed.). Routledge.
García, E., & Weiss, E. (2023). Dialogic reading in low-income families: Impacts on preschool literacy. Journal of Early Intervention, 45(2), 156–174.
Han, J., & Neuharth-Pritchett, S. (2022). Home literacy activities and children’s vocabulary growth. Reading Psychology, 43(4), 301–320.
Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Paul H. Brookes.
Justice, L. M., & Pullen, P. C. (2003). Promising interventions for promoting emergent literacy skills: Three evidence-based approaches. Topics in Early Childhood Special Education, 23(3), 99–113.
Kim, S., & Park, H. (2023). Reconceptualizing literacy as social practice in the post-pandemic era. Literacy Research and Instruction, 62(1), 1–18.
Kucirkova, N., & Rowsell, J. (2022). The Routledge handbook of digital literacies in early childhood. Routledge.
Li, X., & Chu, S. (2024). Interactive e-books and phonological awareness among preschoolers. Computers & Education, 210, 104985.
Marsh, J., Wood, E., & Chesworth, L. (2022). Young children’s digital literacy practices at home. Journal of Early Childhood Literacy, 22(3), 345–368.
Menheere, A., & Hooge, E. (2010). Parental involvement in children’s education: A review. Educational Research Review, 1(3), 144–160.
Menheere, A., & Hooge, E. (2013). Parental involvement in children’s education: A review study. Educational Research Review, 1(3), 144–160.
Neuman, S. B., & Celano, D. (2001). Access to print in low-income and middle-income communities. Reading Research Quarterly, 36(1), 8–26.
Neumann, M. (2022). Motivation and enjoyment in early reading development. Early Years, 42(2), 215–230.
Ng, C., & Renshaw, P. (2023). Family digital literacy and emergent reading skills. British Journal of Educational Technology, 54(1), 89–105.
OECD. (2021). 21st century readers: Developing literacy skills in a digital world. OECD Publishing.
Plant, M., Bayliss, D., & Bryant, P. (2008). Children’s early reading development. Journal of Early Childhood Literacy, 8(1), 15–39.
Plant, M., Baylis, D., & Owen, R. (2008). Early childhood literacy. Sage.
Purcell-Gates, V. (1996). Stories, coupons, and the TV guide: Relationships between home literacy experiences and emergent literacy knowledge. Reading Research Quarterly, 31(4), 406–428.
Sénéchal, M., & LeFevre, J. (2002). Parental involvement in the development of children’s reading skill: A five-year longitudinal study. Child Development, 73(2), 445–460.
Sonnenschein, S., Galindo, C., Simons, C., & Metzger, S. (2023). Home literacy environment and school entry skills. Child Development, 94(1), 45–62.
Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. National Academy Press.
Street, B. (2014). Literacy in theory and practice. Cambridge University Press.
Torppa, M., Niemi, P., & Vasalampi, K. (2020). Reading enjoyment and later comprehension. Scientific Studies of Reading, 24(3), 211–227.
UNESCO. (2023). Global education monitoring report: Literacy for a connected world. UNESCO.
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Sage.
Zygouris-Coe, V. (2001). Family literacy: The foundation for lifelong learning. International Reading Association.
