The impact of parental involvement on the development of children’s reading habits: A systematic review of domestic and educational interventions

Abstract

This study systematically investigates the correlation between parental involvement and the formation of sustainable reading habits in children. Utilizing a multi-dimensional search strategy across databases such as ERIC, PsycINFO, and Education Source, the research synthesizes diverse viewpoints on family engagement in literacy. The findings underscore that parental activity is a primary determinant of a child’s reading behavior, extending beyond simple supervision to include active modeling and the creation of a dynamic home literacy environment. The study identifies that when parents engage in shared reading, provide diverse literacy materials, and demonstrate a personal valuation of reading, children exhibit significantly higher levels of reading motivation and comprehension. However, barriers such as limited parental time and lack of resources in low socio-economic households remain significant challenges. The research concludes that a "culture of reading" is most effectively fostered when home-based activities are synchronized with school-led initiatives. Recommendations include the development of parent-teacher collaborative frameworks and community-based literacy programs to empower parents as the primary architects of their children’s intellectual growth.