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Journals / Research on Education and Psychology / 2026 / Volume: 10

An Investigation into the Views of Parents of Preschool-Aged Children on Home Literacy

Hülya Gülay Ogelman(SİNOP ÜNİVERSİTESİ)0000-0002-4245-0208
Cemile Bozkaya0009-0000-0244-8907
Pages
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Publication Date
2026-09-01
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The parents' overall home literacy environment scores were relatively high.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The study investigates the perspectives of parents of preschool-aged children regarding their home literacy environments and shared book-reading practices.
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Key Findings & Data:Adopting an explanatory sequential mixed methods design, the quantitative phase included 200 parents, whereas the qualitative phase included 20 parents.
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Conclusion & Impact:The parents' overall home literacy environment scores were relatively high.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Home literacy · Home literacy environments · Preschool period

Abstract

The study investigates the perspectives of parents of preschool-aged children regarding their home literacy environments and shared book-reading practices. Adopting an explanatory sequential mixed methods design, the quantitative phase included 200 parents, whereas the qualitative phase included 20 parents. The parents' overall home literacy environment scores were relatively high. Mothers exhibited significantly higher mean scores in total home literacy (M = 101.20) compared to fathers (M = 89.21), with similar statistically significant advantages in the sub-dimensions of book reading, letter knowledge, and vocabulary. However, no significant gender differences emerged in phonological awareness or activity scores. Qualitative findings indicated that parents established physical reading areas for their children, even if they had not experienced shared reading during their own childhoods. Conversely, home reading routines were predominantly initiated by the children rather than planned by the parents. Furthermore, parents perceived the direct teaching of reading and writing as the school's responsibility, adopting a reactive role. Qualitative findings also highlighted a significant need for parental guidance regarding age-appropriate book selection and interactive reading strategies, while reaffirming that fathers' active engagement in home literacy practices remains structurally limited compared to mothers.

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Cite This Article

Ogelman, H. G., Bozkaya, C. (2026). An Investigation into the Views of Parents of Preschool-Aged Children on Home Literacy. Research on Education and Psychology, Volume: 10. https://doi.org/10.54535/rep.1935986

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