ABSTRACT

 Purpose: Family provides a crucial foundation for children’s literacy development. While numerous studies have highlighted the significance of parental engagement in cultivating a literacy environment at home, very few have thoroughly explored parental roles based on the family socio-economic factors. This study was conducted to address the gap by investigating the family’s participatory role in the development of children’s early reading literacy, with a particular focus on the impact of the family’s socio-economic background on literacy. Methods: The study employed a quantitative approach utilizing a cross-sectional survey method to investigate variations in family involvement in home literacy activities considering few factors including parental age, education level, family income, and parental occupation. A total of 487 parents with children enrolled in elementary school in South Sulawesi, Indonesia, were recruited as participants. The data were analyzed using one-way ANOVA. Findings: The primary findings indicate that the role of families in providing literacy facilities varied depending on their income level. Young families are more active in providing motivation and being literacy role models at home. Families with higher levels of education show the confidence to accompany their children in literacy learning, while families with formal employment backgrounds are intensively involved in supporting children’s literacy activities. Implications for Research and Practice: These results provide guidance for the government and policy makers to design more effective and adaptive intervention programs by considering the family’s socio-economic background.