Dissertation (MA Education)This study investigated home-shared book reading practises in enhancing literacy skills development to pre-primary children. The study was conducted in Nanyumbu District in Mtwara region involving 54 participants composed of 27 parents (16 males and 11 females), 7 pre-primary teachers (4 males and 3 females) and 20 preprimary children (10 boys and 10 girls). The study employed simple random, purposive and snowball sampling techniques to obtain respondents of the study. Furthermore, the study employed an ethnographic study design in a qualitative approach where participatory observation, semi-structured interview as well as FGD were employed in the research. The findings were analysed through themes that resulted into different sub-themes. The study findings reveal that effective home-shared book reading practises is the best strategy of enhancing literacy skills development and a foundation for later academic success to pre-primary children. Through home-shared book reading practises pre-primary children were found to develop their print awareness, letter identification and naming, drawing practises as well as motor skills which were found to be the foundation to pre-writing skills. Also the study found that interactive shared reading practises, reading by associating letters to objects (mnemonic technique) as well as reading practises through songs were the most effective shared reading practises at home which were enhancing pre-primary children with the development of literacy skills. However, parents need to be educated on what is home-shared book reading practises and be capacitated on how it can effectively be done. Lastly, it is recommended that more study (s) be conducted in the area of home-shared book reading practises as it seems that such studies in Tanzania are few.