The article addresses the issue of Home Literacy Environments as a possible area of interdisciplinary research exploration aimed at finding factors determining the language and reading skills of children and adolescents. The text discusses the directions of international research conducted in recent years, concerning, among others, the course of joint reading sessions (shared reading), recognizing the conditions of parents' involvement in dialogic reading and the relationships between early reading initiations and later school achievements, as well as the participation of parents, teachers and local government institutions in partnership for the development of students' language and reading skills. Particular attention is paid to the characteristics of the tools used in the implemented research projects, allowing for the quantitative and qualitative assessment of selected aspects of home literacy environments. Finally, an integral part of the text is the consideration of the directions of future research that could contribute to recognizing the importance of home reading environments for more complex reading skills such as critical reading.
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Kuracki et al. (2024) studied this question.
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