ABSTRACT
The family and home environment are considered the most significant influences on children's development and learning. These factors directly influence student ability, motivation, and interest in learning. This study focuses on alterable factors in the home environment (i.e., homework time, attitudes, expectations, reading). A multiple-factor model provides a framework to discuss the family influences that appear to explain achievement differences. To gain perspective from international comparative studies, statistical findings highlight family practices in Korea and the United States. The implications from this article discuss altering the curriculum of the home, providing supportive family conditions, early intervention, and family—school collaborations. Altering constructive factors in the home environment in any culture may strongly influence children's learning and development.
