The role of parents' literacy attitudes on children's reading achievement (PIRLS 2016)

If positive parents’ reading attitudes are related to better pupils’ reading achievement, one can wonder by which process this relation occurs? With PIRLS 2016 data, for French speaking part of Belgium, our objective is to better understand the link between parents’ reading attitudes and pupils’ reading achievement. Our hypothesis is that parents’ reading practices impact pupils’ motivation which in turn is linked to pupils’ reading achievement. Regression analysis shows that, socio-economical status taking into account, reading self-concept and intrinsic motivation are mediators of this relation while instructional engagement is not.