The Role And Significance Of Reading Culture Acquisition In Child Development
This study
examines the role and significance of reading culture acquisition in child
development within a comprehensive theoretical and developmental framework.
Moving beyond the conventional view of reading as a technical decoding skill,
the study conceptualizes reading as a multilayered cognitive, social, and
cultural practice that evolves into a sustained reading culture. It argues that
reading culture does not emerge spontaneously but develops through a systematic
and continuous process extending from early childhood to adolescence. The study
first establishes a conceptual distinction between reading, literacy, and reading
culture, and then discusses their social and educational dimensions.
Furthermore, it analyzes the developmental stages of reading culture
acquisition across the 0–14 age span, emphasizing the critical role of early
exposure to books, the formation of reading habits in primary education, and
the development of critical reading skills in secondary education. In addition,
the study addresses the transformation of reading culture in the digital age
within the framework of multiliteracies, highlighting the importance of
critical digital literacy. The findings suggest that reading culture is a key
determinant not only of academic achievement but also of cognitive development,
social participation, and democratic citizenship. Accordingly, fostering
reading culture is presented as a strategic educational priority for both
individual and societal development.
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