The mediating effect of early literacy activities on the relationship between parents’ reading attitudes and reading comprehension among primary school students

Abstract

Reading comprehension is a foundational skill that underpins many aspects of learning, communication, problem solving, and personal development. This study investigates the relationship between parents’ reading attitudes, early literacy activities and students’ reading comprehension as well as examines the influence of early literacy activities as a mediator. It is a quantitative study using a cross-sectional survey approach. The study sample consisted of 393 year five students and their respective parents from fifteen primary schools in Kelantan. The participants were selected using a multi-level random sampling method. The analysis of the study involves descriptive tests and inferential analysis involving structural equation modelling. The finding shows that there is a moderate direct effect of parents’ reading attitudes on early literacy activities and moderate direct effect of early literacy activities on students’ reading comprehension. There is no direct influence of parents’ reading attitudes on students’ reading comprehension. The indirect effects of parents’ reading attitudes on students’ reading comprehension exist significantly through early literacy activities which act as a full mediator to the relationship between parents’ reading attitudes and students’ reading comprehension. The results of this study provide practical implications in empowering parents to provide a learning environment at home.