FAMILY CONTEXT AND FIVE-YEAR-OLD CHILDREN'S ATTITUDES TOWARD LITERACY WHEN THEY ARE LEARNING TO READ

This study explored associations in the family context, conceptualized as comprising parent-child practices and parental expectations, and five-year-old children's attitudes toward literacy. A total of 94 children from four primary schools and their parents participated in the study. Each child completed an individually administered Literacy Attitude Scale that assessed her enjoyment in reading-related activities. Parents completed a questionnaire about aspects of their family context. The results revealed a high level of positive attitudes toward literacy by beginning readers, with no gender difference. Frequency of parent-child everyday interactions and parental expectations had significant relationships with children's attitude toward literacy. This study highlights the importance of looking beyond parent-child literacy activities when examining children's attitudes toward literacy.