Abstract
The current study aimed to investigate the degree to which parents in the Kingdom of Saudi Arabia practice reading and writing activities in the pre-school stage with their children to develop their reading and writing skills in the general education stages. In addition, studying the impact of these activities on students’ achievement in reading and writing skills when they reach the fourth grade of primary school. The data of Saudi Arabia was published by IEA, it was based on PIRLS 2016. The questionnaire of the student’s guardians in the study included a scale containing several reading and writing activities for the pre-primary stage to determine the extent to which parents practice them. Using multiple linear regression analysis, the results showed that building cubes and playing with shapes are among the most important activities that positively affect reading and writing skills. In addition, followed by reading stories and writing letters of words as another set of important activities, which parents provide to their children before they enter school. The study recommended the necessity of implementing developmental programs for parents to show the importance of their participation in developing children's reading and writing skills, as well as providing courses to teach them effective strategies that contribute to developing children’s reading and writing skills.
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