ABSTRACT
This article reviews the growing literature on home and family influences on children’s motivations for reading. Children whose early encounters with literacy are enjoyable are more likely to develop a predisposition to read frequently and broadly in subsequent years. Young children’s self-initiated interactions with print at home are important behavioral indexes of emerging motivations for reading. Shared storybook reading plays an important role in promoting reading motivations; when the socioemotional climate is positive, children are more interested in reading and more likely to view it as enjoyable. The beliefs held by children’s parents about the purposes of reading and how children learn to read relate to children’s motivations for reading. Parents who believe that reading is a source of entertainment have children with more positive views about reading than do parents who emphasize the skills aspect of reading development. These findings have important implications for offering guidance to parents and for the development of family literacy intervention programs.
