The home environment is a primary context for children and it appears to be most vital in the early years of a child and also important for the subsequent years in elementary school learning. Home is a major source of reading attitudes, it may be a very important contributor toward the formation of a positive or negative attitude toward reading (Kubis, 1994). In the present study, the researcher examined the children’s reading attitude and identifies the relationship between the children’s attitude towards reading and home literary environment. 182 children and their parents from five Malay-medium National Schools in Malaysia participated in this study. Elementary Reading Attitude Survey (ERAS) and Progress in International Reading Literacy Study (PIRLS) 2006 Learning to Read Survey were adapted. There were high level of children’s reading attitude, number of books at home, and parents’ attitudes toward reading. Generally, there was significant relationship between children’s reading attitude and home literacy environment (early literacy activities, number of books at home and parents’ attitudes toward reading). Parents’ education levels also indicated significant correlation with children’s reading attitude. Hierarchical multiple regression analysis revealed that HLE factors and parents’ education levels explained statistically significant increases in the variance of children reading attitude. In conclusion, a rich-literacy home environment was essential to cultivate children’s reading attitude. Keywords: Literacy; Early literacy activities; Home literacy environment; Reading attitude
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