İnvestigation of reading motivation in terms of child, family and home environment

It is well known how influential family and the environment are on primary school students' development, learning, and reading. The purpose of this study is to examine the relationship between primary school students' reading motivation and their home literacy environments in terms of certain established variables. Independent variables include the parents' ages, education levels, occupations, and average monthly income. Other variables include whether there is a library at home, if so, how many books there are, how much time the child spends in front of the television or computer, and how long parents spend reading. A correlational research design was used in the study. The sample consisted of 349 fourth-grade primary school students and their parents in the province of Yozgat during the 2024-2025 academic year. Data collection tools included the Children's Perceived Motivation for Picture Storybook Reading Scale (ÇOYAM), the Garfield Attitude Scale toward Visual Reading, the Home Literacy Environment Scale (EOO), and a demographic information form. The study found that the home literacy environment significantly predicted children's reading motivation. Furthermore, girls' motivation scores were higher than boys'. Television and phone use time negatively predicted motivation.