Reading with Dad: A Cross-Cultural Comparison of Fathers’ Literacy Practices in China and the United States

Authors

• Wei Gu, Grand Valley State UniversityFollow

Abstract

Family literacy research has often centered on mothers, with fathers’ roles receiving comparatively less attention, particularly in studies that examine family literacy across cultural contexts. This study, comparing the literacy practices of fathers with young children in China and the United States, explores cultural patterns of paternal family literacy engagement. The article reveals the relationship between father and child demographic characteristics (age, education, income, child age, number of children, and child gender) and fathers’ literacy involvement in two countries. Using a survey instrument administered to 500 fathers (250 in the United States and 250 in China), the study analyzes fathers’ participation in shared reading, storytelling, literacy support behaviors, including purchasing books, visiting libraries, and providing access to literacy materials, using descriptive statistics and multiple regression analysis. Results indicate that while fathers in both countries value their children’s literacy development, American fathers report higher levels of direct interaction in family literacy while Chinese fathers tend to indirectly support their children’s reading. Further, the study found that fathers’ education levels were positively associated with engagement across both countries. The article highlights the importance of understanding culturally oriented family literacy initiatives that actively include fathers and suggests implications for future family literacy program development.

Author Bio

Wei Gu, PhD., is a professor in the College of Education and Community Innovation at Grand Valley State University. Her teaching and research focus on literacy education, educational assessment, teacher preparation, and the use of artificial intelligence in education. Her current scholarship examines family literacy practices across cultural contexts, with particular attention to fathers’ involvement in children’s literacy development and preservice teachers’ understanding and use of formative assessment. Drawing on her experiences studying, teaching, and conducting research in both China and the United States, she brings a cross-cultural perspective to her work in literacy and teacher education.

Recommended Citation

Gu, Wei (2026) "Reading with Dad: A Cross-Cultural Comparison of Fathers’ Literacy Practices in China and the United States," Michigan Reading Journal: Vol. 59: Iss. 1, Article 10.
Available at: https://scholarworks.gvsu.edu/mrj/vol59/iss1/10