<![CDATA[This study aims to examine the role of family parenting styles in enhancing the literacy skills of children aged 6–8 during the transition from Early Childhood Education to elementary school. This transitional phase is critical as children move from learning to read toward reading to learn, which requires more advanced literacy competencies. Employing a qualitative approach with a phenomenological method, this study explores parents’ lived experiences in supporting children’s reading and writing development within the home context. Data were collected through in-depth interviews, participatory observations, and documentation of family literacy activities, and analyzed using thematic analysis. The findings indicate that democratic parenting styles play a significant role in fostering children’s intrinsic motivation and independence in literacy activities. Intensive verbal interactions, such as dialogic reading and post-reading discussions, were found to enhance children’s comprehension, narrative skills, and expressive language. In addition, guided use of digital media with active parental mediation supports the development of multimodal literacy when integrated purposefully. Supporting factors identified include consistent home reading routines and strong parental emotional involvement. Conversely, limited parental time and the lack of contextual and age-appropriate reading materials emerged as major barriers to effective family literacy practices.The study concludes that family parenting is a key factor in bridging literacy gaps during the transition from PAUD to elementary school. These findings imply the need for a family literacy model that integrates democratic parenting, rich verbal interaction, and guided digital literacy to support children’s literacy development during this critical transition phase. ]]>
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