The nexus of parental involvement and socio-cultural dynamics in shaping children’s reading habits: A systematic review of global literacy practices

Abstract

This study investigates the critical role of parental involvement in the development of children's reading habits through a systematic analysis of existing global literature. Utilizing a robust methodology, the research synthesizes findings from major academic databases including Scopus, ERIC, and Google Scholar to examine how home literacy environments, parental educational levels, and socio-economic status intersect to influence childhood literacy. The results underscore that parental engagement is not a monolithic construct but a multi-dimensional influence encompassing the provision of reading materials, interactive reading sessions, and the modeling of reading behaviors. Socio-cultural factors emerge as significant mediators, where the home literacy environment acts as a bridge between formal schooling and informal habit formation. The study reveals that active parental interaction significantly correlates with higher reading motivation and comprehension skills in children. However, disparities in socio-economic status often limit the quality of resources available, creating a "literacy gap" in early childhood. This research concludes that fostering sustainable reading habits requires a collaborative approach between the family unit and educational institutions. Recommendations focus on implementing community-based parental training programs and enhancing home-school literacy partnerships to ensure equitable reading development across diverse social strata.