This chapter presents a systematic review of the available quantitative and qualitative evidence on home literacy environments in the Philippines from January 1990 to April 2024, and is evaluated against the bioecological systems theory of Bronfenbrenner and Morris (Handbook of child psychology, Vol. 1: Theoretical models of human development, 6th edn, pp 793–828, Wiley, 2006). The review highlights the participation of multiple literacy partners, the diversity in print materials and ways of accessing them, the direct and indirect ways of supporting children’s literacy development, and the myriad motivations for participating in literacy in Filipino homes. The review also summarizes observed relationships between the home literacy environment and children’s literacy skills, the impacts of home literacy interventions, and evaluates their generalizability to the wider Southeast Asian region. I consider the implications of these studies on the way we conceptualize and assess home literacy environments in the Philippines and in Southeast Asian contexts more broadly.