Examination of First Grade Mothers’ Literacy Levels, Competence in Building a Reading Culture and Awareness of Their Children’s Media Use

The aim of this study is to examine first-grade mothers’ literacy levels, their competence in building a reading culture at home, their awareness of children’s visual media use and the relationships between these factors. We used a relational survey design. We conducted the study with 312 first-grade mothers. We used family literacy, competence in building a reading culture and problematic media use scales as data collection tools. Based on the findings, problematic media use shows a significant negative relationship with competence in building a reading culture. Family literacy positively affects the competence in building a reading culture. Mothers with male children have higher scores in problematic use of media technologies than mothers with female children. There is a strong relationship between the duration of media use and problematic media use, but there is a significant positive relationship between family literacy and competence in building a reading culture. While children’s pre-school education increased family literacy scores, we found no significant difference between problematic media use and competence in building a reading culture. Based on the results of the study, it can be said that it is important for families to take a more active role in helping their children acquire reading habits. Since problematic use of media technologies has a negative impact on children’s competence to create a reading culture, guidance and support programmes for parents that include strategies for children to use media technologies in a balanced and controlled way are recommended.