Home Literacy Environment of Chinese Pre-Schoolers: The Effect of Family Income on Bilingual Reading Resources and Parental Reading Habits
DOI:
https://doi.org/10.17507/tpls.1511.15Keywords:
home literacy environment, Chinese pre-schoolers, literacy development, monthly incomeAbstract
The home literacy environment plays a crucial role in shaping young children's literacy development, particularly in bilingual contexts. Parental involvement and access to resources are key factors in fostering bilingual literacy, but disparities may exist across socioeconomic backgrounds. This study examined the types of bilingual reading resources available in the homes of Chinese pre-schoolers, the reading habits of their parents in both Chinese and English, and how these resources and habits differ across family income levels. It also explored the frequency and nature of shared reading activities and the strategies parents use to support reading development, with a focus on income-related disparities in bilingual literacy practices and resources. This study employed a quantitative research design in which a structured survey was adapted to assess key aspects of the home literacy environment, including the availability of Chinese parents’ bilingual reading materials and reading habits in both Chinese and English languages. The sample of the study consisted of 975 parents. Data were analysed using descriptive statistics and Welch's ANOVA to examine variations across monthly income groups. The study found that families are committed to supporting bilingual literacy by providing diverse Chinese and English reading materials. However, low-income families face significant challenges in accessing resources and maintaining consistent reading practices compared to higher-income families. The findings highlight the need for targeted interventions to reduce disparities in bilingual resource availability and encourage equitable literacy opportunities for all children, particularly those from lower-income households.
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