Home, Parents and Siblings

TY - CHAP

T1 - Home, Parents and Siblings

AU - Harrison, Anna

AU - Levy , Rachel

PY - 2025/3/19

Y1 - 2025/3/19

N2 - It has been known for some time that the home environment has a major influence on children’s literacy practices as well as their literate identities. For example, studies have shown how young children arrive at school with their own unique reading histories, which have been influenced by the individual social and cultural contexts within their own homes and communities. Maintaining a focus on the ‘socialisation of reading’, this chapter examines how factors within the home environment can influence children’s reading for pleasure. In particular, the chapter demonstrates how the role of parents (including all adults with caring responsibilities) and siblings have an impact on children’s relationships with reading and volitional reading practices. We explore how factors such as parents’ priorities for shared reading activity with their children can influence children’s reading for pleasure. We then examine the specific ways in which siblings’ shared reading practices are linked with positive relationships with reading. Embedded within this, we also explore how factors such as the texts that are used and shared by parents and siblings within the home environment are associated with children’s interest and motivation for reading. By reflecting on the various factors within the home context that can impact on children’s reading for pleasure, this chapter provides important implications for schools and practitioners who want to encourage children and young people to enjoy reading for themselves.

AB - It has been known for some time that the home environment has a major influence on children’s literacy practices as well as their literate identities. For example, studies have shown how young children arrive at school with their own unique reading histories, which have been influenced by the individual social and cultural contexts within their own homes and communities. Maintaining a focus on the ‘socialisation of reading’, this chapter examines how factors within the home environment can influence children’s reading for pleasure. In particular, the chapter demonstrates how the role of parents (including all adults with caring responsibilities) and siblings have an impact on children’s relationships with reading and volitional reading practices. We explore how factors such as parents’ priorities for shared reading activity with their children can influence children’s reading for pleasure. We then examine the specific ways in which siblings’ shared reading practices are linked with positive relationships with reading. Embedded within this, we also explore how factors such as the texts that are used and shared by parents and siblings within the home environment are associated with children’s interest and motivation for reading. By reflecting on the various factors within the home context that can impact on children’s reading for pleasure, this chapter provides important implications for schools and practitioners who want to encourage children and young people to enjoy reading for themselves.

M3 - Chapter

BT - International Perspectives on Reading for Pleasure

PB - Routledge

ER -