Martha Christianti, Nur Cholimah, Eka Sapti Cahyaningrum, Ika Budi Maryatun
The purpose of this study is to ascertain how parents’ educational background, reading habits, and reading activity affect the literacy of students. Using data from the International Reading Literacy Study (PIRLS) 2011 in Indonesia, this quantitative study aims to investigate the effects of three independent variables on the dependent variable, which is students’ literacy achievement: parents’ educational background, parents’ reading activities, and current reading activities at home. Data collection was carried out through questionnaires to students and parents in 3,410 samples. The study’s findings show that parents’ educational background, attitude toward reading, and present at-home reading activities account for 21% of Indonesian students’ reading proficiency. Parental income and worldview sophistication are generally correlated with higher levels of schooling. This helps make literacy tools more affordable for students to use at home and expands their options for extra learning, including, private tutoring, to help them become better readers. Copyright © 2026 Inderscience Enterprises Ltd.
Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
