Associations Between Home Literacy Environment, Reading Interest, Independent Reading and Reading Skills Among Primary School Children: A Two‐Site Study in China

ABSTRACT Background This study examined the relationship between home literacy environment (HLE), reading interest, independent reading and reading skills in primary school children and whether their relationship is similar across different socioeconomic contexts. Methods Data were collected from two socioeconomically distinct sites in China: Beijing (representing high per capita income [PCI], N = 227; 52% female) and Tianshui (representing low PCI, N = 264; 52% female). Results Access to literacy resources was related to reading skills in the high‐PCI group. All three aspects of HLE—direct teaching, shared book reading and access to literacy resources—were positively associated with independent reading in both groups. Access to literacy resources was also related to reading interest at both sites, while shared reading showed an association with reading interest only in the low‐PCI group. Independent reading, rather than reading interest, showed a direct association with reading skills in both groups. Conclusions These findings suggest that independent reading may be the primary pathway by which HLE is associated with children's reading skills throughout the primary school years and across socioeconomic contexts.