Roots of Reading: Sequential Pathways from Parental Reading Beliefs to Children’s Reading Motivation via Home Literacy Environment in a Nationally Representative Sample

Year 2026, Issue: Advanced Online Publication, 95 - 115

Ela Sümeyye Seçim , Mübeccel Gönen

https://doi.org/10.17275/per.26.06.13.1

Abstract

This research examines the mediating roles of the home literacy environment and parental reading beliefs in the relationship between children’s motivation to engage with picture storybooks among preschoolers aged 36–72 months. Conducted in Türkiye using a correlational research design, the study collected data from 556 parents during the 2020–2021 academic year. The sample was nationally representative and selected from 12 cities identified according to the NUTS classification, using a convenience sampling model. To investigate both direct and indirect associations within the proposed framework, the study employed path analysis and sequential mediation analysis. Findings revealed that two components of the home literacy environment; namely, the amount of time parents spend reading with their children and the number of picture books available at home, fully mediated the relationship between parental reading beliefs and children’s motivation to engage with books. These results highlight the pivotal role of the home literacy environment in shaping children’s early reading motivation and suggest that parental beliefs influence children’s engagement with books primarily through the literacy-related experiences and resources provided at home. Overall, the study underscores the importance of supporting families in fostering rich literacy environments to promote young children’s interest in picture storybooks.

Keywords

Parental Reading Beliefs , Preschool , Interaction with Picture Story Books , Reading Motivation , Home Literacy Environment

Ethical Statement

Ethical approval was granted by the Hacettepe University Senate Ethics Committee on March 23, 2021 (Document No: E-35853172-100-00001536101).

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