Original scientific paper
https://doi.org/10.59549/n.167.1-2.2
Shared Reading in the Family from the Perspective of Primary School Students: Empirical Study
Neven Drozdek
; University of Zagreb Faculty of Teacher Education, Zagreb, Croatia
*
* Corresponding author.
Abstract
Reading in the family environment plays an important role in the development
of children’s reading literacy and socioemotional development.
The aim of this study was to examine the habits of shared reading in the family
from the perspective of primary school students, including their attitudes
towards reading, preferences for reading content, and perceived emotional
connectedness with the reading partner. The study was conducted on a sample
of 175 primary school students from the first to fourth grades of primary
school in the Republic of Croatia using a questionnaire, complemented by
qualitative data obtained through interviews.
The results show that 69.14% of students express a positive attitude towards
reading, while 57.14% of students participate in shared reading daily
or several times a week. The majority of students (64.57%) state that shared
reading connects them with the person they read with. Students who engage
in shared reading more frequently also show a slight tendency to spend less
time in front of screens. The study confirms that shared reading in a family
not only contributes to the development of reading habits but also strengthens
emotional bonds and is associated with a trend of reduced screen time.
The findings indicate the significance of encouraging reading together as an
important part of everyday family life.
Keywords
emotional connectedness; family reading; primary school students; reading literacy; screen time; shared reading
Hrčak ID:
348013
URI
Publication date:
19.6.2026.
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