Young children develop language skills from birth within the context of social activities with more mature language users (Hoff-Ginsberg, 1997). There is a relation between children’s language development and reading to children in early years (Fletcher & Reese, 2005). Supporting children’s reading habits in the early years is critical to enable their later academic achievement. While repeated picture book reading enhances children’s language and literacy development, interactions with books facilitate children’s knowledge of grammar (Fang, 2001). Through reading activities children can develop necessary language and literacy skills such as listening to stories, and vocabulary knowledge and can engage in specific literacy-related activities. As Vygotsky states more experienced members of the culture shelters and guides younger and immature member of the culture (Mooney, 2000). In this respect while children learn from observing and participating in adult initiated language and literacy activities adults challenge, constrain and support children’s learning by establishing routines, breaking task into sub-goals and gradually giving responsibilities (Rogoff, 1991). Reading activities with parents is a marker of wide range of other practices such as supporting children’s early literacy development long before they enter school. For instance, parents’ spending time with their children simply through conversations and other interactions, encourages the children’s curiosity and engagement with the world that surrounds them (Raban & Nolan, 2006). On the other hand, story reading is considered to be an important facet of activities for both classroom and home life of young children. Story reading is important not only for listening to the story, but also for the opportunities it provides for extended conversations and for enhancing language development (Karweit, 1989). Reading to children is a process which should include questions, comments and responses to children’s initiation about the words, event and pictures in the books (Mautte, 1990). The shared book reading activity is not just beneficial for language development it also strengthens the socio-emotional bond between parent and child as it generally takes place while children sitting close to their parents, and listening to the intonation and rhythm. On this account, establishing everyday reading habit as early as possible in a child’s life is vital for supporting their whole development (Raban & Nolan, 2006). Parents speak in more complex ways with their children during reading process (Namy, Acredolo & Goodwin, 2000) and picture book reading supports parental efforts to guide their children’s attention and participation (Fletcher & Reese, 2005). Important elements in picture book reading are quality of parent’s scaffolding, child’s learning potential and the type of book since books with too complex content and language is not appropriate for young children (Fletcher & Reese, 2005). Therefore, this study focuses on parents’ book reading activities with their children in order to better understand their scaffolding style to make their children love reading, their personal reading habits, and their criteria to choose books for their children

The study was guided by the question of “How and to what extend Turkish parents conduct reading activities with their children attending first grade elementary school?” Sample of the study consist of twelve parents whose children are attending first grade elementary school. First grade elementary students’ parents were chosen because children learn to read in this period so reading activities in this period is important to investigate. In Turkish culture mothers are more interested in their children’s education than the fathers; thus, ten mothers and two fathers were interviewed. Parents are coming from low, middle and high socio-economic status. Data for this study is gathered through in-depth semi structured interviews. The purpose of the interview was to get information from a group of Turkish parents whose children are attending first grade elementary school about their reading activities with their children. These activities include their personal reading habits, their routine to read book, if any, their criteria to choose books for their children and their strategies to encourage children to read. Each parent was interviewed for varying amount of time from 7 to 45 minutes using predetermined set of questions and procedures. These questions were developed by researchers according to aim of the study and Turkish culture.

When parents were asked to respond open-ended questions about their reading practice with their children, two parents out of 12 expressed they never read books with their children and never bought books for their children. They related this situation with a cause of their low socio-economic status, low income, insufficient education and their indifferent parents. One of the parents stated that “since our socio-economic status is not well we cannot tell stories to our children; also we did not get such practice from our parents so we cannot provide our children. If I knew that telling stories is beneficial for my child, I had told”. Six out of 12 parents emphasized importance of reading but confessed that they did not spare time for reading with children and buying books for them because of low income and being busy with work. A parent claimed that her child resisted to reading so she decided to act free and wait until he would be ready to read. She further indicated that “there are not sufficient books for boys so I am having difficulty in finding books for my son. Unfortunately my son thinks that books with flowers, princes, and animals for girls, so these books do not attract him”. These parents did not established regular reading and buying habits and their child had approximately 30-40 books. Another group of parents consisting of four parents spent much time for reading. They made a routine of reading and buying books for their child. Even if they were busy they created time for reading activity and their children had approximately 60-100 books. One parent reported “we have spent almost two hours to read book or story book in a day in recent years”. Parents’ Personal Reading Habits The parents were also asked about their reading habits in terms of book, newspaper and also periodical magazine choice. Three parents never read or bought books, newspaper and periodical magazine; even they have no intention to read and they did not like reading at all. One of them expressed that “I have no reading habits and I do not like reading so I do not buy books”. On the other hand, three parents try to read but they found a lot of excuses. One of the parents claimed that “I bought a book approximately one month ego though I cannot start to read it yet”. Last group had great pleasure from reading so they spared great deal of time to read. Most of the parents expressed that they preferred to science books to get new information. Mothers especially chose books about child development, health, psychology, and family life, whereas fathers read science and technology books. One of the parents explained why he liked reading as “reading always improves people’s scope, repertoire and word power also you can get plenty of information from books”. Parents’ Criteria to Choose Books for Their Child For two parents, there were no criteria for choosing books because they had never bought books for their children. Other four parents had differing criteria, for example, a parent said “my child chooses then I buy it. I think that books written for first grade elementary students have no harm for my child. It is all about Ayse plays with Ali”. Other criterion was that “first of all I have a little girl so I choose books for her, such as princess”. Most of the parents stated that they chose books according to appropriateness of their child’s age and developmental level however they cannot explain it clearly. Parents with more awareness about books examined books with their child and chose books according to the child’s interest, quality of picture, font of print, teacher’s advice and book’s length. With regard to content, they stated various criteria, for example, a father said “I am not interested in the content until now. I believe that books should improve reading. Content was not important, of course it is not totally unimportant. I choose simple and ordinary story”. Another parent said “books should not give advice directly; instead, messages should be given in a story by-channel”. A parent stated that “I prefer to books about love of life, family, school, also it should include happiness, cheerful so I avoid pessimist, frightening books. Also books should glorify morale value. My children like animals; thus, I buy books about animals and nature”. Only one parent considered author while buying books for her child. Again only one parent pays attention to publisher of books. Parents’ Strategies to Encourage Their Children to Read The most effective strategy to encourage children to read is to become a model by reading in front of the children. Unfortunately, two children neither had opportunity to observe their parents while reading nor their parents encouraged them to read. Five children only observed their mothers while reading but their fathers never read book. Another five children experienced that both father and mother read book at home. The most commonly used strategy by parents is asking question about book and seven parents used it, for instance, “I wonder what will happen in this book, where its hero will go”. Moreover, eight parents mentioned about benefits of books and directed their children to read. Two parents forced their children with negative reinforcement, for example, they did not let their children to go out or watch TV if children did not read book. Only one parent took out their children to a book fair and let them to search books. Discussion Children, who frequently and early expose to reading, tend to develop sophisticated language structures and a sense of story structure (Morrow, 1987 cited in Fiore, 2007). In spite of the advancement in electronic media reading remains a significant leisure activity (Jarvis, 2003). It is still a popular way to get information and personal improvement, hence encouraging children to read is interest of their families, the community, and the nation as a whole. Nobody can deny that good reading attitudes and skills are developed when children are young; it implies that parents and other primary caregivers should take an active interest in children’s reading activities (Fiore, 2007). Parents conducting reading activities with their children at home also highly interested in their children’s education. Moreover, they conducted commonly used activities with their children as literature suggests. The findings of this study suggest there is no relationship between conducting reading activities with children at home and socio-economic status. Parents coming from low income stated that they cannot conduct reading activities with their children because they cannot afford to buy books. On the other hand, Parents coming from middle and high socio-economic status claimed that they did not conduct such activities because of being busy. For this reason, there needs to be awareness on the part of schools to supply books for children from low income families in order to encourage parents to involve their child’s reading experiences, also training program should be planned for all socio-economic level of parents. Reading activities can be created at all types of home, all income and educational levels.