Abstract
This study aimed to investigate the relationship between children's screen viewing (SV) time and parents' involvement in home literacy activities. Parents play a significant role in their child's SV habits. Family SES, parental TV viewing time, concerns, attitudes and parenting practices may reduce child's SV time (Bleakley et al., 2013; Bjelland et al., 2015; Duch et al., 2013; Goh et al., 2016; Jago et al., 2012; Tandon et al., 2012). Kaiser Family Foundation (2006, 2010) found the amount of time children spent on TV was changed and far beyond they spent on print media in a typical day. It implies the more time children spend on SV, the less reading activities they involve in. Parents' involvement is related to the literacy development of their children (Baker, 2003; Levy et al., 2006) and children's SV habits. Participants were 107 parents with children aged 5 to 7. Parents completed a questionnaire about their child's SV time, the numbers of children's books at home, involvement in the home literacy activities and their child's ability of word recognition. All participants were voluntarily agreeing to participate in this study and signed the informed consent document. The effects of parents read books with their child, the numbers of children's book at home and child's ability of word recognition on child's SV time were significant. Parents read with their child more often and provide more children's books would reduce child's SV time and increase child's ability of word recognition. The implications for learning environment would be discussed.