What does this research mean for the field?

Mothers exhibit significantly higher engagement in home literacy practices than fathers, while parents generally adopt a reactive role in reading routines and view direct literacy instruction as the school's responsibility. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

To investigate the perspectives and practices of parents of preschool-aged children concerning home literacy environments and shared book reading.

September 2, 2026Research on Education and Psychology

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

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Authors

HOHülya Gülay OgelmanSinop University CBCemile BozkayaSinop University

Discussion

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Implication

Mixed methods study reveals higher maternal involvement in home literacy among preschool parents, highlighting the need for structured guidance and greater paternal engagement.

Key Points

To investigate the perspectives and practices of parents of preschool-aged children concerning home literacy environments and shared book reading.
Implemented an explanatory sequential mixed methods design involving a quantitative sample (N = 200 parents) followed by a qualitative sample (N = 20 parents).
Assessed overall home literacy scores alongside specific sub-dimensions, including book reading, letter knowledge, vocabulary, and phonological awareness.
Mothers demonstrated significantly higher mean scores in total home literacy compared to fathers (M = 101.20 vs. M = 89.21), with significant advantages in book reading, letter knowledge, and vocabulary, while phonological awareness showed no significant gender difference.
Qualitative interviews indicated that parents established physical reading areas but maintained reactive, child-initiated reading routines rather than planned sessions.
Parents commonly perceived formal literacy teaching as the school's responsibility and expressed a strong need for guidance regarding age-appropriate book selection and interactive reading strategies.

Cite This Study

Ogelman et al. (2026) studied this question.

synapsesocial.com/papers/6a97e2d9c562ede874ec73f2 https://doi.org/10.54535/rep.1935986

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September 2, 2026Research on Education and Psychology

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

View Full Paper

Ask AI

Bookmark

Authors

HOHülya Gülay OgelmanSinop University CBCemile BozkayaSinop University

Discussion

Member takes

Implication

Mixed methods study reveals higher maternal involvement in home literacy among preschool parents, highlighting the need for structured guidance and greater paternal engagement.

Key Points

To investigate the perspectives and practices of parents of preschool-aged children concerning home literacy environments and shared book reading.
Implemented an explanatory sequential mixed methods design involving a quantitative sample (N = 200 parents) followed by a qualitative sample (N = 20 parents).
Assessed overall home literacy scores alongside specific sub-dimensions, including book reading, letter knowledge, vocabulary, and phonological awareness.
Mothers demonstrated significantly higher mean scores in total home literacy compared to fathers (M = 101.20 vs. M = 89.21), with significant advantages in book reading, letter knowledge, and vocabulary, while phonological awareness showed no significant gender difference.
Qualitative interviews indicated that parents established physical reading areas but maintained reactive, child-initiated reading routines rather than planned sessions.
Parents commonly perceived formal literacy teaching as the school's responsibility and expressed a strong need for guidance regarding age-appropriate book selection and interactive reading strategies.

Cite This Study

Ogelman et al. (2026) studied this question.

synapsesocial.com/papers/6a97e2d9c562ede874ec73f2 https://doi.org/10.54535/rep.1935986

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