The Role of Family in Primary School Students' Acquisition of Reading Habits

Yıl 2025, Cilt: 40 Sayı: 4, 252 - 261, 31.10.2025

Evrim Kaçmaz , Mehmet Arif Bozan

https://doi.org/10.16986/hunefd.1706286

Öz

The present study aims to investigate the role of the family in shaping children's reading habits. In this context, the research method was determined to be correlational research. The participants of the study consisted of 252 4th grade students and 252 parents. The data collection tools of the study are “Reading habit scale” and “Scale of family competence in creating reading culture”. According to the normality test results, the data were analyzed with parametric tests, and the SPSS 25.0 tool was used in the analysis process. In line with the analysis, it was seen that there was a significant positive relationship between children's reading habits and family competence in creating a reading culture. In addition, it was concluded that the family's modeling and participation in reading are more effective in children's acquisition of reading habits than only having positive attitudes and beliefs toward reading.

Anahtar Kelimeler

Primary school , reading habit , family literacy

Kaynakça

• Aksoy, T. (2018). The effect of the reading habit on the transition from primary to secondary education (TPSE) exam (Unpublished master thesis). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
• Avcı, S., Yüksel, A., & Akıncı, T. (2010). Literature circles: An effective method to develop reading habit. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 32(32), 5-24.
• Aygün, H. E. (2021). The mediatıng role of reading habits in the relationshıp between primary school students' reading comprehension skill and reading anxiety. Milli Eğitim Dergisi, 50(231), 91-109.
• Baker, C.E. (2013). Fathers’ and mothers’ home literacy involvement and children’s cognitive and social emotional development: Implications for family literacy programs. Applied Developmental Science, 17(4), 184-197.
• Balcı, A., Uyar, Y. Vd. (2012). The examination of reading habits, frequency to use library and attitudes towards reading of 6th grade primary school students. Turkish Studies. 7(4), 965-985.
• Baş, G. (2012). Reading attitudes of high school students: An analysis from different variables. International Journal on New Trends in Education and Their Implications. 3(2), 47-58.
• Bayram, O. (1990). İlkokul çağı çocuklarının okuma alışkanlığı ve Yenimahalle ilçe halk kütüphanesi gezici kütüphane hizmeti [Reading habits of primary school children and the mobile library service of Yenimahalle district public library] (Unpublished master thesis). Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
• Becker, M., McElvany, N., & Kortenbruck, M. (2010). Intrinsic and extrinsic reading motivation as predictors of reading literacy: A longitudinal study. Journal of Educational Psychology, 102(4), 773–785. doi: 10.1037/a0020084
• Bowen, F. (2006). Modern philosophy. Oxford: Oxford University Press.
• Bozan, M. A. (2024). We read but how: research on reading and reading comprehension skills. e-Kafkas Journal of Educational Research, 11, 178-192. doi: 10.30900/kafkasegt. 1370135
• Breeze, R., & Halbach, A. (2024). Families, language, and equal opportunities: Identifying good practices in family literacy projects. Early Childhood Education Journal, 52(4), 693-703.
• Calp, M. (2018). Middle school students’ reading habits: example of Ağrı province. Türkiye Sosyal Araştırmalar Dergisi, 22(4), 897-924.
• Cherland, M. (1994). Private practices: Girls reading fiction and constructing ıdentity. Great Britain: Taylor & Francis.
• Cipielewski, J., & Stanovich, K. E. (1992). Predicting growth in reading ability from children's exposure to print. Journal of Experimental Child Psychology, 54, 74–89. doi: 10.1016/0022-0965(92)90018-2
• Cohen, J. (1988). Statistical power analysis fort he behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum
• Çakmak, T., & Yılmaz, B. (2009). A research about the reading habit readiness situations of preschool children: Hacettepe University Beytepe Preschool sample. Türk Kütüphaneciliği, 23(3), 489-509.
• Dahl-Leonard, K., Hall, C., Cho, E., Capin, P., Roberts, G. J., Kehoe, K. F., ... & Demchak, A. (2025). Examining the effects of family-implemented literacy interventions for school-aged children: A meta-analysis. Educational Psychology Review, 37(1), 10.
• de Bondt, M., Willenberg, I. A., & Bus, A. G. (2020). Do book giveaway programs promote the home literacy environment and children’s literacy-related behavior and skills? Review of Educational Research, 90(3), 349-375. doi: 10.3102/0034654320922140
• Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627–668. doi: 10.1037/0033-2909.125.6.627
• Deniz, E. (2015). Ortaokul öğrencilerinin kitap okuma alışkanlıkları [Middle school students' reading habits]. Okuma Yazma Eğitimi Araştırmaları, 3(2), 46-64.
• Dikçınar Sel, B., & Yazgan, A. (2023). Istanbul in the context of post-disaster displacement and migration. Mimarist, 2, 71-76.
• Dong, Y., Wu, S. X.-Y., Dong, W.-Y., & Tang, Y. (2020). The effects of home literacy environment on children’s reading comprehension development: A meta-analysis. Educational Sciences: Theory and Practice, 20(2), 63-82. http://dx.doi.org/10.12738/jestp.2020.2.005
• Duran, E., & Sezgin, B. (2012). Determination Of Habits And Interets In Reading Of Elementary 4-5. Graders. Electronic Turkish Studies, 7(4).
• Esen-Aygün, H. (2019). Psychometric properties of reading habits scale for primary students. Anadolu Journal of Educational Sciences International, 9(2), 683-707. doi: 10.18039/ajesi.577796
• Esen-Aygün, H. (2021). The mediatıng role of reading habits in the relationshıp between primary school students' reading comprehension skill and reading anxiety. Milli Eğitim Dergisi, 50(231), 91-109.
• Esmaeeli, S. (2023). A model of the home literacy environment and family risk of reading difficulty in relation to children’s preschool emergent literacy. Journal of Learning Disabilities, 57(3), 181-196. doi: 10.1177/00222194231195623
• Gökçe, E., Erdem, A., Papak, F., Akman, H., Özkösem, V., & Tuzman, B. (2013). A sample application in the development of reading habits: I am reading - i am learning project. Journal of Education and Future, 3, 21-34.
• Harvey, A. (2016). Improving Family Literacy Practices. SAGE Open, 6(3). doi: 10.1177/2158244016669973
• Huttenlocher, J., Haight, W., Bryk, A., Seltzer, M., & Lyons, T. (1991). Early vocabulary growth: Relation to language input and gender. Developmental Psychology, 27, 236–248.
• Kana, F. (2014). Metacognitive awareness of reading strategies levels of secondary school students. Erzincan University Journal of Education Faculty, 16(1), 100-120.
• Karatay, H., Külah, E., & Kaya, S. (2020). Methods, techniques and models for developing reading habit. Okuma Yazma Eğitimi Araştırmaları, 8(1), 89-107. doi: 10.35233/oyea.707967
• Katrancı, M. (2015). Investigation of the book reading motivation of elementary school fourth graders. Ana Dili Eğitimi Dergisi, 3(2), 49-62. doi: 10.16916/aded.41165
• Kılıç, N., Mecek, Ü., Çolak, B., & Pehlivanoğlu, K. (2023). Opinions of class teachers on the role of children’s literature in making students’ reading habits. Ulusal Özgün Eğitim Araştırmaları Dergisi, 1(1), 124-142.
• Kuo, N. (2016). Promoting family literacy through the five pillars of family and community engagement (FACE). School Community Journal, 46(1), 199-222.
• Kütüphaneler ve Yayım Müdürlüğü (2017). Türkiye’de kitap okuma alışkanlıkları araştırması [Research on book reading habits in Türkiye]. GENAR Araştırma Danışmanlık Eğitim. retrieved from: https://kygm.ktb.gov.tr/Eklenti/92804,okuma-kulturu-haritasi-2017pdf.pdf?0#page=22.00
• Ma, L., & Zhao, Z. (2025). Reading motivation and reading comprehension achievement among English majors in China: A descriptive correlational study. Heliyon, 11(3), e42427. doi: 10.1016/j.heliyon.2025.e42427
• Malmeer, E., & Assadi, N. (2013). Language production and comprehension: The effect of pre-school aged siblings on toddlers language development. Theory and Practice in Language Studies 3(7), 1226-1231.
• Matvichuk, T. (2015). The influence of parent expectations, the home literacy environment, and parent behavior on child reading interest. Senior Honors Theses & Projects. 436.
• McElvany, N., & Artelt, C. (2009). Systematic reading training in the family: Development, implementation, and initial evaluation of the Berlin parent–child reading program. Learning and Instruction, 19, 79–95. doi: 10.1016/j.learninstruc. 2008.02.002
• Millard, E. (1997). Differently literate: Boys, girls and the schooling of literacy. London: Falmer Press.
• Mora-Figueroa, J., Galan, A., & López-Jurado, M. (2016). Effects of family involvement with students at risk for readingdisability. OCNOS, 15, 7–21. doi: 10.18239/ocnos- 2016.15.1.866
• Mol, S. E., & Bus, A. G. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137(2), 267–296. doi: 10.1037/a0021890
• Mullis, S., IV, & Martin, M. O. (2015). PIRLS 2016 assessment framework (2nd ed.). TIMSS & PIRLS International Study Center. retrieved from: https://timssandpirls.bc.edu/pirls2016/framework.html
• Nag, S., Vagh, S. B., Dulay, K. M., Snowling, M., Donolato, E., & Melby-Lervåg, M. (2024). Home learning environments and children's language and literacy skills: A meta-analytic review of studies conducted in low- and middle-income countries. Psychological Bulletin, 150(2), 132-153. doi: 10.1037/bul0000417
• Niklas, F., & Schneider, W. (2017). Home learning environment and development of child competencies from kindergarten until the end of elementary school. Contemporary Educational Psychology, 49, 263–274. doi: 10.1016/j.cedpsych.2017.03.006
• OKUYAY (2019). Türkiye okuma kültürü araştırması [Türkiye reading culture survey]. OKUYAY. retrieved from: https://okuyayplatformu.com/wp-content/uploads/2020/02/okuma-kulturu-arastirmasi.pdf#page=57.21
• Öztürk, M. S., & Kardaş, M. N. (2023). An examination on the reading habits of teachers teaching Turkish course. Kuram ve Uygulamada Sosyal Bilimler Dergisi, 7(2), 276-291. doi: 10.48066/kusob.1370347
• Rosslund, A., Kartushina, N., & Mayor, J. (2025). Associations between shared book reading, daily screen time and infants’ vocabulary size. Journal of Child Language, 52(4), 971-983.
• Saracho, O. N. (2002) Family literacy: Exploring family practices. Early Child Development and Care, 172(2), 113-122. doi: 10.1080/03004430210886
• Silinskas, G., Torppa, M., Lerkkanen, M.-K., & Nurmi, J.-E. (2020). The home literacy model in a highly transparent orthography. School Effectiveness and School Improvement, 31(1), 80–101. doi: 10.1080/09243453.2019.1642213
• Stangeland, E. B., Campbell, J. A., Kucirkova, N., & Hoel, T. (2023). Shared book reading: a Norwegian survey of reading practices in families. Scandinavian Journal of Educational Research, 1–16 doi: 10.1080/00313831.2023.2229369
• Sun, Y.-J., Sahakian, B. J., Langley, C., Yang, A., Jiang, Y., Kang, J., … Feng, J. (2024). Early-initiated childhood reading for pleasure: associations with better cognitive performance, mental well-being and brain structure in young adolescence. Psychological Medicine, 54(2), 359–373. doi: 10.1017/S0033291723001381
• Tanju, E. H. (2010). Çocuklarda kitap okuma alışkanlığına genel bir bakış. Sosyal Politika Çalışmaları Dergisi, 21(21), 30-39.
• Taylor, D. (1998). Family Literacy: Young Children Learning to Read and Write. Portsmouth, NH: Heinemann
• Tompkins, G. E. (2006). Literacy fort the 21st centruy a balanced (Fourt Edition). New Jersey: Pearson.
• Ülper, H. (2011). Situation of students encountering stimulating factor against reading and their outlook related to reading habits. Kuram ve Uygulamada Eğitim Bilimleri, 11(2), 941-960.
• Wehe, H. S., Rhodes, M. G., & Seger, C. A. (2015). Evidence for the negative impact of reward on selfregulated learning. Quarterly Journal of Experimental Psychology, 68(11), 2125–2130. doi: 10.1080/17470218.2015.1061566
• Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child development, 69(3), 848-872. doi: 10.2307/1132208
• World Population Review (2022). Time spent reading. Retrieved from: https://worldpopulationreview.com/country-rankings/average-books-read-per-year-by-country
• Yıldız, A. K. (2016). Family as a role model on developing a reading habit for preschool children. Mavi Atlas, (7), 95-112. doi: 10.18795/ma.94919
• Yıldız, M. ve Akyol, H. (2011). The relationship between 5th graders' reading comprehension, reading motivation and reading habits. Gazi Eğitim Fakültesi Dergisi, 31(3), 793-815.
• Yılmaz, M. & Ertem, İ.S. (2020). Examination of reading profiles of primary school students in terms of various variables. Journal of Social, Humanities and Administrative Sciences, 6(34), 2210-2219. doi: 10.31589/JOSHAS.489
• Yılmaz, Z. A. (2006). The reading habit of elementary school teacher candidates. İlköğretim Online, 5(1), 1-6.
• Yurtbakan, E. ve Erdoğan, T. (2020). Determining reading habits of fourth grade elementary school students: A mixed methods desing. Ana Dili Eğitimi Dergisi, 8(2), 240-257. doi: 10.16916/aded.650972
• Yusof, N. M. (2010). Influence of family factors on reading habits and interest among level 2 pupils in national primary schools in Malaysia. Procedia-Social and Behavioral Sciences, 5, 1160-1165.