The importance of reading to language and literacy development cannot be overstated. The Canadian Education Association (2005:3) reported “adults who read at work, at home and in the community continue to improve their literacy skills and demonstrate to children the value of reading.” A recent Canadian study emphasized the value of reading books as it helps to develop vocabulary and awareness of print (Senechal, 2005). Other research identified phonological awareness as a key component in children’s success in learning to read (Burgess, 1999); parents can improve this ability through reading rhymes and poetry (Senechal & LeFevre, 2002).

Rootman and his colleague (2005:S68) found “it is clear that early childhood development can make a significant contribution to the development of literacy.” Other effects of family literacy practices include an increased perception of the value of education (Bandura et al., 1996; Cooter, Marrin and Mills-House, 1999), families develop a more supportive home environment (Brooks et al., 1997) and families read more and engage in more literacy behaviors at home (Fox and Wright, 1997; Rubin, 2004). Our respondents reported they often saw their parents reading the newspaper and other books and when their parents watched television, it was usually news programs. However, only four respondents recalled their parents reading to them or with them regularly.

Parents today are engaged in both positive and negative passive and active modeling. For example, 11 respondents said they watch television regularly or let their children watch hours of children’s cartoons. This behavior may be regarded as negative passive modeling. Respondents engaged in positive active modeling by reading with their children and singing and rhyming with them.

Our respondents provided examples of both negative and positive actions parents are taking today. The lack of consistency in modeling behavior may indicate a lack of awareness of the impact of modeling on children. Children emulate what they experience. Six respondents said their children did not see them engage in writing activities—this is modeling behavior their children will copy. Other negative modeling was shown by the person who did not try to instill interest in books in her 11 month old because her daughter did not show interest when she was read to previously. Another parent said her son hates reading, despite the large number of books at home. One parent said her children’s school requires students read a minimum of 20 minutes a day and because it is a “forced activity”, neither child enjoys reading.

Rubin (2004:285) stated children with “positive self concepts view reading as enjoyable, motivating and relevant and are more likely to want to read more. On the contrary, those with negative self concepts see reading as stressful, discouraging, meaningless and anxiety-laden” leading to avoidance or minimally to a reduction in reading activities.