This study examined 374 Malaysian parent-child dyads to explore the mediating role of preschoolers’ reading attitude on the relationship between parent-child interaction in language and literacy activities and English phonological awareness. Parents provided demographic information and completed a Parent-Child Interaction in Language and Literacy Activities Questionnaire, while children were administered a Phonological Awareness Test and Elementary Reading Attitude Survey. The data were analysed with descriptive statistics and Structural Equation Modeling revealed significant relationship between parent-child interaction in language and literacy activities and reading attitude. Additionally, reading attitude is the mediator between parent-child interaction in language and literacy activities and English phonological awareness. The findings suggest that strength of relationship between parent-child interaction in language and literacy activities and English phonological awareness can be further enhanced after introducing reading attitude in the relationship.
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Yeo et al. (2024) studied this question.
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