Strengthening Parental Involvement in Improving Children’s Reading Interest through a Home Literacy Program
DOI:
https://doi.org/10.70716/joca.v2i1.152Keywords:
parental involvement, home literacy program, reading interest, family literacy, early literacyAbstract
Children’s reading interest is a fundamental component of early literacy development and long-term academic success. Previous studies consistently indicate that parental involvement plays a decisive role in shaping children’s reading motivation and literacy achievement. This article aims to examine how strengthening parental involvement through a structured Home Literacy Program can improve children’s reading interest. Employing a mixed-methods approach, this study involved 120 elementary school students and their parents from three urban schools. Quantitative data were collected through reading interest questionnaires and parental involvement scales, while qualitative data were obtained through interviews and observation logs. The findings reveal that children whose parents actively participated in home-based literacy activities demonstrated significantly higher reading interest, motivation, and engagement compared to those in the control group. Moreover, parents reported improved confidence and awareness in supporting their children’s literacy development. These findings align with previous research emphasizing the importance of home–school partnerships and family literacy interventions. The study concludes that a well-designed Home Literacy Program can serve as an effective strategy for strengthening parental involvement and fostering sustainable reading interest among children.
Downloads
References
Abror Huda, T., & Haenilah, E. Y. (2024). The positive role of parents and family in home-based literacy: An integrative review. International Journal of Instructional Media, 2(2). https://doi.org/10.31004/ijim.v2i2.79
Astuti, T., & Muslihah, N. N. (2024). Pendampingan menumbuhkan minat dan kegemaran membaca sejak anak usia dini melalui gerakan literasi ibu dan anak di PAUD Basmalah Preschool Tanah Periuk Kota Lubuklinggau. Jurnal Cemerlang, 7(1). https://doi.org/10.31540/jpm.v7i1.3224
Brand, S. T., Marchand, J., Lilly, E., & Brown, L. (2014). Home–school literacy bags for twenty-first century preschoolers. Early Childhood Education Journal, 42(1), 39–46. https://doi.org/10.1007/S10643-013-0603-8
Brown, C. L., Schell, R., Denton, R., & Smith, A. (2019). Family literacy coaching: Partnering with parents for reading success. School Community Journal, 29(1), 171–192.
Caparas, L. J. T., Pitogo, J. B., Crebillo, C. M. R., et al. (2025). Familial catalysts: How parental involvement relates to the comprehension level of the primary grade learners. World Journal of Advanced Research and Reviews, 26(3), 2278. https://doi.org/10.30574/wjarr.2025.26.3.2278
Carter, S. E. (2000). Study of the effectiveness of a home reading program on the involvement of first grade parents (Doctoral dissertation).
Colgan, K. A. (2002). Parental involvement in reading development.
Dever, M. T., & Burts, D. C. (2002). An evaluation of family literacy bags as a vehicle for parent involvement. Early Child Development and Care, 172(5), 467–478. https://doi.org/10.1080/03004430212721
Díaz, E. (2023). Propuesta de modificación al Plan Leo Primero: Fortalecer el involucramiento familiar para el fomento lector infantil (Doctoral dissertation). https://doi.org/10.7764/tesisuc/gob/75434
England, R. L. (2005). Learning the ABC’s: Family involvement in kindergarten literacy.
Ermis, S. A. (2013). The effects of a family literacy project on home literacy experiences. Journal of Border Educational Research, 11(1).
Fadillah, D. R., Kharisma, I., & Alwi, N. A. (2025). Pengaruh kebiasaan membaca di rumah terhadap kemampuan membaca pemahaman siswa SD: Sebuah kajian literatur. Jurnal Nakula, 3(3). https://doi.org/10.61132/nakula.v3i3.1806
Jackson, J. H., & Doell, E. (2017). Illuminating parent–educator alliances that enhance home reading practices: A review of an intervention process. Literacy Research and Instruction, 56(4), 285–303. https://doi.org/10.1080/19388071.2017.1341964
Jordan, G. E., Snow, C. E., & Porche, M. V. (2000). Project EASE: The effect of a family literacy project on kindergarten students’ early literacy skills. Reading Research Quarterly, 35(4), 524–546. https://doi.org/10.1598/RRQ.35.4.5
Kim, Y., & Riley, D. (2021). Accelerating early language and literacy skills through a preschool-home partnership using dialogic reading: A randomized trial. Child Care Quarterly, 50, 1–22. https://doi.org/10.1007/S10566-021-09598-1
Kurvers, J., & Van Steensel, R. (2022). Over de drempels van geletterdheid: Laaggeletterde ouders helpen hun jonge kind te ondersteunen. Nederlandse Letterkunde, 27(1). https://doi.org/10.5117/nedlet2022.1.002.kurv
Michael, S. (2013). Supporting literacy development for young children through home and school connections.
Morrow, L. M., & Young, J. W. (1996). Parent, teacher, and child participation in a collaborative family literacy program: The effects on attitude, motivation, and literacy achievement. Reading Research Report No. 64.
Morrow, L. M., & Young, J. W. (1997a). A family literacy program connecting school and home: Effects on attitude, motivation, and literacy achievement. Journal of Educational Psychology, 89(4), 736–742. https://doi.org/10.1037/0022-0663.89.4.736
Morrow, L. M., & Young, J. W. (1997b). A collaborative family literacy program: The effects on children’s motivation and literacy achievement. Early Child Development and Care, 127, 143–158. https://doi.org/10.1080/0300443971270103
Reutzel, D. R., Fawson, P. C., & Smith, J. A. (2005). Words to Go: Evaluating a first-grade parent involvement program for “making” words at home. Reading Research and Instruction, 44(2), 1–24. https://doi.org/10.1080/19388070609558445
Rochaendi, E., Ma’mun, S., Supriadi, A., & Rahmawati, D. (2025). Inisiasi penguatan kemampuan literasi dan numerasi siswa sekolah dasar melalui program literasi berbasis rumah. Indonesian Journal of Elementary Education and Teaching Innovation, 4(2), 120–140. https://doi.org/10.21927/ijeeti.2025.4(2).120-140
Romero-González, M., Lavigne-Cerván, R., Gamboa-Ternero, S., et al. (2023). Active home literacy environment: Parents’ and teachers’ expectations of its influence on affective relationships at home, reading performance, and reading motivation in children aged 6 to 8 years. Frontiers in Psychology, 14, 1261662. https://doi.org/10.3389/fpsyg.2023.1261662
Saracho, O. N. (1997). Perspectives on family literacy. Early Child Development and Care, 127, 1–13. https://doi.org/10.1080/0300443971270102
Sénéchal, M. (2006). The effect of family literacy interventions on children’s acquisition of reading from kindergarten to grade 3: A meta-analytic review.
Sénéchal, M., & Young, L. (2008). The effect of family literacy interventions on children’s acquisition of reading from kindergarten to grade 3: A meta-analytic review. Review of Educational Research, 78(4), 880–907. https://doi.org/10.3102/0034654308320319
Siregar, H., & Darmawan, D. (2022). Program pendidikan keaksaraan keluarga dalam rangka menumbuhkan minat baca masyarakat Desa Kasemen. Jurnal Pengabdian Pada Masyarakat. https://doi.org/10.30653/002.202273.102
Thomas, J. (2016). Presenting a united front: Parental involvement facilitating children’s literacy development. https://doi.org/10.26021/799
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Jul Marlita Amalyah, Ananda Salsabila, Hana Sakura, Akmaluddin
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
