| Haney and Hill(43) |
Preschoolers and their parents (n=47). |
Cross-sectional, quantitative and qualitative study. |
The Question from Home literacy Survey was administered to the parents of preschool children. The children were assessed using the Kaufman Survey of Early Academic and Language Skills (K-SEALS) and the Test. of Early Reading Ability—Third Edition (TERA-3). |
To analyze how the family environment impacts emergent literacy. |
Formal practices: Names and sounds of letters, writing words, reading words, or reading books. Informal practices: not mentioned |
| Boudreau(23) |
Preschoolers and their parents (n=37). |
Quantitative and qualitative cross-sectional study. |
The Early Literacy Parent Questionnaire, consisting of 31 items, was administered to the parents of preschool children. In addition, the families answered open-ended questions about the literacy environment. The children were assessed on their rhyming skills, knowledge of printed elements in their surroundings, such as signs, brands, letter names and sounds, and storytelling. |
To analyze the relationship between parents' knowledge of literacy and children's performance on early skills assessments. |
Formal practices: Producing rhymes, writing, teaching letter names, letter sounds, phonological awareness, and the alphabet. Informal practices: storytelling skills and interactions with books. |
| Jay and Rohl(41) |
Parents of preschoolers (n=9). |
Longitudinal and quantitative experimental study. |
An interview was conducted with the parents to investigate the home literacy environment. Following this, the families participated in an intervention program (workshops) with themes related to the development of reading and writing. Finally, they completed a self-assessment of the changes in the environment after the intervention. |
To analyze an intervention program for parents to raise awareness about the literacy environment. |
Informal practices: Reading books at bedtime, listening to recorded stories, going to the local library, storytelling, playing with alphabet puzzles, creating stories for children, reading newspapers, watching children's programs, going to the movies and the zoo, having picnics together. Formal practices: reading assignments such as homework, reading school books, discussing literacy, literacy-related activities. |
| Kim(24) |
Preschoolers and their parents (n=215). |
Longitudinal study. |
The questionnaire on home literacy practices was administered to the parents.The children were assessed on vocabulary, knowledge of letter names, phonological awareness, word reading, pseudoword reading, and spelling. |
To investigate the relationship between literacy practices and emerging literacy skills (vocabulary and phonological awareness) and conventional literacy skills (word reading, pseudoword reading, and spelling). |
Formal practices: Teaching the alphabet and helping with homework. Informal practices: having children's books; shared reading, reading to children, visiting the library or bookstore. |
| Hammer et al.(29) |
Preschoolers and their mothers (n=81). |
Cross-sectional, descriptive study. |
The Parental Modernity Scale and Rank Order of Parental Values questionnaires were administered to the mothers of the children, investigating the beliefs, values, and practices used at home. |
To analyze the language and literacy development of bilingual children. |
Formal practices: writing letters, the alphabet, letter sounds, counting, teaching numbers, teaching writing, teaching shapes. Informal practices: Reading a book, teaching colors, coloring with the child, reading the Bible, reading the newspaper, reading a magazine, reading church newsletters, borrowing a book from the library, making a shopping list. |
| Li et al.(37) |
Preschoolers (n=160) |
Longitudinal study. |
The Preschool and Primary Chinese Literacy Scale was administered to the children at the beginning of the study and again after three years. Parents answered a structured questionnaire about the frequency and type of literacy practices. |
To investigate the effects of formal literacy activities on children's subsequent literacy outcomes. |
Informal practices: Reading books and shared reading. Formal practices: teaching how to write. |
| Perry et al.(28) |
Preschoolers and their mothers (n=13) |
Longitudinal intervention study. |
A structured questionnaire was administered to parents to assess reading and writing activities at home, use of reading materials, parental beliefs about literacy, and parental involvement in children's education. The questionnaire was administered at the beginning of the study and again two years later. |
To examine how Latino immigrant families incorporate interactive, school-based literacy activities into their homes. |
Informal practices: Literacy games and reading books. Formal practices: teaching colors, teaching body parts, associating the written word with oral language, reading written words aloud from books or games. |
| Hood et al.(42) |
Preschoolers (n=143). |
Longitudinal study. |
The Home Literacy Environment Questionnaire, which assessed shared reading practices between parents and children, was administered to the parents, and the Children's Title Recognition Test was administered to the children. |
To examine the practices carried out in the family environment and their relationship with emergent literacy. |
Formal practices: Teaching the alphabet, teaching how to write one's name, teaching how to read.Informal practices: not mentioned. |
| Burgess(22) |
Preschoolers and their parents (n=262). |
Cross-sectional study. |
A questionnaire developed by the researcher, containing questions about the home literacy environment, was administered to the parents. |
Understanding the home literacy environment. |
Informal practices: Reading children's books, reading magnetic letters, rhyming games. |
| Hindman and Morrison(21) |
Preschoolers and their parents (n=229). |
Cross-sectional study. |
Parents and children were filmed/observed while performing a joint writing activity: writing an invitation to a birthday party. The task took place during a 1-hour home visit. Parents completed a questionnaire about literacy practices. |
To analyze the development of literacy and literacy practices carried out during the spring. |
Formal practices: Teaching letter sounds, teaching letter names, teaching how to read words, encouraging the child to write, doing activities related to mathematics. Informal practices: playing number games with children, supporting autonomy, encouraging the child to explore and question things, spending time with the child. |
| Skwarchuk et al.(16) |
Preschoolers and their parents (n=279). |
Cross-sectional study. |
A questionnaire about literacy and numeracy was administered to the parents. The children answered tests that assessed numerical and reading knowledge. |
Examine parents' academic expectations, literacy and numeracy attitudes, and literacy practices before their children start school. |
Formal practices: Reading words, pointing to words/letters, recognizing written letters during reading, writing words, identifying words through signs (stop, continue), teaching letter sounds, presenting words and their meanings. Informal practices: singing songs that involve the alphabet, encouraging rhymes, asking questions after shared reading, visiting the library. |
| Förster and Rojas-Barahona(39) |
Preschoolers and their parents (n=240). |
Cross-sectional study. |
A questionnaire about socioeconomic aspects and home literacy was administered to the parents. The children were assessed using the Assessment Battery for Children K-ABC. |
To analyze the impact of literacy practices, sociodemographic variables, and attendance at a formal education program prior to the development of literacy skills. |
Informal practices: Reading, singing songs, telling or talking about stories, playing games with letters and numbers, word games, reading signs or notices, reading magazines, talking about things that happened during the day, talking about television programs. Formal practices: writing letters and speeches. |
| Schick and Melzi(30) |
Preschoolers and their parents (n=127). |
Longitudinal study. |
A questionnaire was administered to families regarding how often caregivers shared books with children, as well as the frequency of printed materials at home. The children were assessed for language skills. |
To analyze home literacy practices at the beginning of the school year and the language, literacy, and socio-emotional school readiness outcomes of children at the end of the preschool year. |
Informal practices: Reading books, shared reading, caregiver narrative creation, dialogue with the child, pointing out words on food labels and street signs, discussing recipes while cooking.Formal practices: asking children to write their name or other words. |
| Sawyer et al.(31) |
Preschoolers and their mothers (n=20). |
Cross-sectional study. |
A semi-structured interview was conducted with the mothers regarding their home literacy practices, beliefs about how children learn to read, write, and use language, and factors that influence these practices and beliefs. |
To analyze the environment of home literacy practices, what beliefs mothers have about how children learn to read, and what factors influenced the mothers' beliefs and practices. |
Informal practices: Going to the library, reading books, coloring/drawing, engaging with books. Formal practices: Not mentioned. |
| Bingham et al.(20) |
Preschoolers and their parents (n=181). |
Exploratory study. |
Self-report questionnaires were administered to parents to indicate the extent to which they agreed with statements representative of permissive and authoritarian parenting styles, and a home literacy form divided into formal and informal activities was completed. The children's oral language was assessed using the following tests: Peabody Picture Vocabulary Test – Fourth Edition (PPVT-4) and Test of Preschool Early Literacy (TOPEL). |
To analyze parenting styles and literacy practices and their correlations with oral language skills. |
Informal practices: Shared reading of books, reading books, going to the library, reading illustrated books. |
| Gonzalez et al.(32) |
Preschoolers and their parents (n=252). |
Randomized clinical trial. |
A questionnaire was administered to the mothers regarding the socioeconomic context, maternal education, literacy environment, maternal reading beliefs, and frequency of shared reading. The children were assessed for vocabulary. |
To analyze whether the sociodemographic characteristics of parents are associated with the beliefs and attitudes that parents have about the language and literacy development of their children. |
Informal practices: Reading books. |
| van Bysterveldt and Westerveld(45) |
Preschoolers and their parents (n=77). |
Cross-sectional study. |
Two questionnaires were administered: a sociodemographic questionnaire and the Zarit Burden Interview (12-item version). |
Analyze emerging literacy and cognitive skills. |
Informal practices: Reading books, having books at home, shared reading, rhyming games. Formal practices: reading words, letter names, writing words, naming words. |
| Marjanovič-Umek et al.(38) |
Preschoolers and their mothers (n=20). |
Observational study. |
The Scale for Observing Shared Reading was used to assess the quality of shared reading, the Frog Goes to Dinner quiz was used to evaluate the child's narrative, and a questionnaire about the home literacy environment was administered. |
To analyze the relationships between the quality of shared mother-child reading, the child's storytelling ability, and the literacy environment at home. |
Informal practices: Imitates the child's voice or onomatopoeia, reads books, shared reading, talks to the child about the illustrations, answers the child's questions, praises the child; Connects the story content to the child's daily life and real experiences; Describes feelings and desires; Describes mental states; Uses metaphors; Asks questions about cause and effect relationships; Asks questions that involve metacognitive processes; Joint attention with a child. Formal practices: explains the characteristics of words, asks the child to explain the meaning of words. |
| Puranik et al.(18) |
Preschoolers and their parents (n=151). |
Cross-sectional study. |
A questionnaire about home literacy practices was administered to the parents, and an assessment of the children's writing skills was conducted. |
To analyze what types of writing-related activities parents carry out with their preschool-aged children and whether literacy practices at home contribute to the children's initial writing skills. |
Formal practices: Teaching letters, writing letters, writing one's name, writing activities together, writing notes or birthday cards, writing names/words. Informal practices: not mentioned. |
| Roopnarine and Dede Yildirim(19) |
Preschoolers and their parents (n=11,173) |
Cross-sectional study. |
A questionnaire was administered to parents regarding engagement in cognitive activities, literacy resources at home, and children's literacy skills. |
To analyze the involvement of mothers and fathers in play, reading books, and storytelling activities. |
Informal practices: Homemade toys, store-bought toys, reading books, telling stories, and playing. Formal practices: identifying letters, reading words. |
| Riser et al.(17) |
Preschoolers and their parents (n=10,400) |
Cross-sectional study. |
The involvement of parents in home literacy activities was observed, and the children were assessed in relation to their academic skills. |
Secondary data analysis included interviews and questionnaires with parents, birth certificate records, home visits, teachers, classroom observations, and direct assessments of the children. |
Informal practices: Shared reading, storytelling, and singing songs. Formal practices: not mentioned. |
| Myrtil et al.(25) |
Preschoolers and their parents (n=466) |
Cross-sectional study. |
A questionnaire about home literacy practices was administered to the parents, and the children's oral language was assessed. |
To examine the interrelationship of the home literacy environment of low-income rural families (interactions between parents and children, child's interests, library use and access to books) and to determine the extent to which caregiver and child characteristics predict these dimensions. |
Informal practices: Reading books, singing and reciting rhymes, telling stories, drawing, going to the library. Formal practices: writing letters. |
| Lin et al.(33) |
Preschoolers and their parents (n=262). |
Correlational study. |
Questionnaires were administered regarding literacy practices, communication between parents and educators, and demographic variables. |
To examine the relationship between parents' perceptions of communication between parents and educators and children's home learning environments. |
Informal practices: Reading books containing numbers, reading books. Formal practices: naming written letters, identifying letter sounds. |
| Eutsler and Trotter(35) |
Preschoolers and their parents (n=37) |
This study involves multiple cases. |
A questionnaire about literacy practices was administered to the parents. Shared reading sessions (parents and child) were conducted, with two sessions using printed texts and two using digital texts. Behavioral observation of the children was also carried out. |
To analyze children's home literacy practices and reading preferences in a classroom setting within the school environment. |
Informal practices: Reading printed or digital books, imaginative games, technological devices. |
| Chen et al.(26) |
Preschoolers and their parents (n=4,907). |
Cross-sectional study. |
A questionnaire about literacy practices and demographic variables was administered to the parents. |
To investigate how different devices (including TV, tablet, computer and paper books) can channel parental effectiveness (or lack thereof) toward home literacy practices. |
Informal practices: Reading books and storytelling. |
| Tsirmpa et al.(40) |
Preschoolers and their parents (n=147). |
Cross-sectional study. |
Parents responded to semi-structured interviews about home literacy beliefs and practices. |
To analyze beliefs about literacy and the development of literacy. |
Informal practices: Reading books, naming colors. Formal practices: pointing to letters or numbers. |
| Dulin et al.(27) |
Preschoolers and their mothers (n=13) |
Longitudinal study |
A questionnaire about literacy practices was administered to the parents. The children were assessed using the MacArthur-Bates test. |
To characterize the home literacy environments of children with Down syndrome and to examine whether the richness of the literacy environment, the child's involvement during shared reading activities of storybooks, the quality of the shared reading activity of storybooks between caregiver and child, and exposure to language in the home environment simultaneously predicted the child's receptive vocabulary. |
Informal practices: Shared reading, reading books, storytelling, naming pictures in books. Formal practices: Not mentioned. |
| DesJardin et al.(36) |
Preschoolers and their parents (n=36). |
Cross-sectional study. |
A questionnaire about literacy practices was administered to the parents. The children were assessed in relation to oral language and shared reading interactions. |
To investigate the quantity (e.g., frequency of shared reading, child's enjoyment) and quality (parent and child behaviors) of shared book reading among preschool children with and without hearing loss. |
Informal practice: Shared reading. Formal practice: not cited. |
Home literacy practices for preschoolers: a scoping review
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