Connecticut Family Survey Highlights Early LIteracy Hurdles, Challenges

While the vast majority of Connecticut parents regularly read to and engage in bonding activities with their young children, economic disparities and systemic barriers, such as work demands, lack of accessible books, and representation gaps, are limiting low-income and racially diverse families, according to new findings released recently.

“If a family isn't reading together every night, it's not because they don't want the best for their kids — it's because they're running on empty, stretched too thin, and often can't find culturally relevant books,” said Michelle Riordan-Nold, Executive Director of CTData Collaborative. “Parenting is already hard. It's time we stopped putting that weight on families who are doing their best, and start making sure every home in Connecticut has the time, the space, and the books to hold onto those small, precious everyday moments together.”

The fourth installment of the Connecticut RAPID Survey, conducted by the Stanford Center on Early Childhood in partnership with The Connecticut Project and CTData Collaborative, collected insights from 1,067 primary caregivers across 123 Connecticut towns. The report focuses on early literacy and early relational health— safe, stable, and nurturing parent-child relationships.

"Reading with parents and caregivers is critical for young children. Every family should have the opportunity to read together. Still, the latest data shows that many working-class families are being left behind,” said Courtney Parkerson, Director for Early Childhood Education with The Connecticut Project. “Working-class parents are working hard to find the time and resources to read with their children, and our state can do more to eliminate barriers to books, ensure access to culturally sensitive stories, and provide hard-working parents more time with their children.”

While parents overall reported high levels of daily bonding and early literacy activities with their children —70% of parents read to their young children daily and over 80% engage in daily back-and-forth communication and play—the survey reveals significant gaps tied to household income, race, and language:

Among the key survey findings:

•             Economic Disparities in Daily Reading: Only 63% of low-income families (earning below 50% of the State Median Income) read to their young children daily, compared to 78% of middle- and higher-income families.

•             Limited Access to Books at Home for Low-Income Families: Only 58% of low-income families have more than 10 children’s books in the home, compared to 74% of higher-income families.

•             High Demand for Free & Borrowable Books: Nearly two in three parents overall (64%)—and nearly three in four low-income parents (74%)—wish it were easier to access children's books they can borrow or keep for free.

The primary obstacles cited include limited time (49%), library/program hours of operation (34%), transportation (26%), and unawareness of where to find free/borrowable books (22%).

•             Language and Cultural Representation Gaps, including:

                - 64% of parents who speak a language other than English at home report difficulty accessing books in their home language.

 -             - 37% of all parents struggle to find books that reflect their family’s identity, structure, or culture. Latino and Black parents were significantly more likely than White parents to face challenges finding reflective materials.

•             Time Demands Impact Daily Bonding Routines: Lower-income families reported fewer daily bonding activities, less frequent family time, and fewer shared meals per week compared to higher-income counterparts.

-          Fewer than half of parents (46%) feel they have enough time to play and engage with their children on most days, citing long work hours and household burdens as the primary constraints.

•             Pediatricians Play a Vital Role: On a bright note, parents report strong support for early relational health from pediatricians, with over 80% noting their child’s doctor asks about their parent-child relationship and discusses the importance of reading, playing, and singing with their child.

"The findings illustrate that parents overwhelmingly want to read, play, and bond with their children, but lower-income and working-class families face significant constraints on their time and energy, alongside financial and logistical hurdles to accessing books," said Cynthia Willner, Director of Research at CTData Collaborative. "Expanding book access, offering diverse and multilingual titles, and supporting policies that give parents more time with their children are critical steps for early childhood equity in Connecticut."

To view the complete CT RAPID Survey 4 report, visit the CTData Rapid Survey Hub.  The four RAPID survey topics were:  Survey 1: Child Care Access & Affordability; Survey 2: Developmental Screening & Parenting Supports; Survey 3: Financial Security & Material Hardship; and Survey 4: Early Literacy & Relational Health.