The benefits of parent–child storybook reading experiences in the home are well documented. However, there is a dearth of information regarding parent–child storybook reading experiences in Indian home contexts. This study investigated parental perspectives towards storybook reading in the Indian context among 100 parents of typically developing preschool children. In this questionnaire-based study, parental responses were collected and the patterns of reading exposure, child’s interest in reading, storybook reading practices, and attitudes & beliefs towards storybook reading were reported using descriptive statistics. Correlation between demographic variables (i.e., child’s age and socioeconomic status) and storybook reading domains were explored. The majority of parents initiated storybook reading with their children at 2 years of age or older. Parents read to their children one to two times per week for 10 min and had fewer than 10 books in the home. Parents reported that their children were interested in storybook reading and reported the use of quality storybook reading practices. Homes characterized with higher socioeconomic status included more quality home literacy environment factors, although socioeconomic status did not correlate with the parental beliefs and attitudes towards reading. Results provide preliminary information regarding parental perspectives on storybook reading in Indian home contexts and point toward socioeconomic and sociocultural variation in home literacy environments. Understanding more about the parental interactions surrounding storybook reading will facilitate the development of parent programs to enhance and promote quality home literacy environment in Indian home contexts.

亲子故事书在家里读书的好处已得到充分证明。但是，关于印度家庭环境中亲子故事书阅读经历的信息匮乏。这项研究调查了在印度语境中，父母对父母的观点，即他们在印度语环境中对100名典型的学龄前儿童的父母进行阅读。在这项基于问卷的研究中，收集了父母的回答，并使用描述性统计数据报告了阅读方式，孩子的阅读兴趣，故事书阅读习惯以及对故事书阅读的态度和信念。探索了人口统计学变量（即孩子的年龄和社会经济地位）与故事书阅读领域之间的相关性。大多数父母与2岁以上的孩子一起开始阅读故事书。父母每周给孩子读一两次两次，每次10分钟，家里的书本少于10本。父母报告说，他们的孩子对读故事书感兴趣，并报告了使用高质量的故事书阅读习惯的情况。尽管社会经济地位与父母的阅读观念和态度无关，但具有较高社会经济地位的房屋包括更多优质的家庭识字环境因素。结果提供了有关父母在印度家庭环境中阅读故事书的观点的初步信息，并指出了家庭识字环境中的社会经济和社会文化差异。