Investigation of the process of acquiring reading culture of secondary school students studying in rural areas in the context of family

This study aims to examine the processes of acquiring a reading culture by secondary school students studying in rural areas in the context of the family. The study group of the study, which was structured with a case study from qualitative research designs, consisted of 16 students studying in a village secondary school in Bor district of Niğde province and their 16 parents. The individual interviews conducted with the participants were transcribed and converted into written texts, and the data were analyzed. As a result of the analysis of the data, three themes emerged: perspective on reading and the meaning attributed to it, not growing up with books: the reading atmosphere at home and the role of the family, and the effects of families on children's education and reading culture. The reading atmosphere at home is generally dominated by textbooks and religious works, with a limited variety of reading. The lack of guidance from families in children's book selection and reading processes limits children's reading habits. The difficulties of rural life and the daily routines of the family negatively affect the process of acquiring a reading culture by both children and family members. Children's unsustainable reading experiences and families' low reading practices deepen environmental reading deficiencies and lack of support. These findings reveal that families in rural areas need to be made aware of their children's contribution to the reading culture and that educational policies need to be developed in this direction. Keywords: Reading culture, rural area, secondary school students, family influence