EXAMINING THE INTERPLAY OF PARENTAL LITERACY HABITS, READING ATTITUDE, AND ENGLISH PHONOLOGICAL AWARENESS AMONG PRIVATE PRESCHOOLERS IN MALAYSIA

Abstract

This study examined 374 Malaysian parent-child dyads to explore the link between preschoolers' parent literacy habits, English phonological awareness, and reading attitude. Parents provided demographic information and completed a Parent Literacy Habits Questionnaire, while children underwent a Phonological Awareness Test and Elementary Reading Attitude Survey. Analyzing data with descriptive statistics and Structural Equation Modeling revealed no significant relationship between parent literacy habits and reading attitude. Additionally, reading attitude did not mediate the connection between parent literacy habits and English phonological awareness. The findings suggest that preschoolers' English phonological skills are directly influenced by parents' daily reading habits, independent of the child's reading attitude.