Early storybook reading and childhood development: A cross-sectional study in Iran

Sajedi, Firoozeh; Habibi, Elham; Hatamizadeh, Nikta; Shahshahani, Soheila; Afzali, H Malek

doi:10.12688/f1000research.14078.1

Cited by 10 publications

(9 citation statements)

References 41 publications

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“…When examining the relationship between infant cognitive development and SPPs, our study found that reading books and singing songs were highly correlated with infant cognitive outcomes, which suggests that these activities encourage high levels of caregiver-infant engagement. Multiple studies that examine the relationship between reading books and early cognitive development have found that reading books to young children fosters lifelong cognitive functions, regardless of family SES [ 36 , 37 , 38 ]. Similarly, studies that examine the relationship between singing songs to infants and cognitive outcomes have found that early exposure to singing is beneficial to general, lifelong cognitive outcomes [ 39 , 40 , 41 ].…”

Section: Discussionmentioning

confidence: 99%

Infant Cognitive Development and Stimulating Parenting Practices in Rural China

Johnstone

Yang

Xue

et al. 2021

IJERPH

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This study examines the prevalence of cognitive delay among infants and toddlers in rural China and its relationship with one of the potential sources of the observed delay: low levels of stimulating parenting practices (SPPs). Data were compiled from five distinct studies, resulting in a pooled sample of 4436 caregivers of 6–29-month-old infants. The sampling sites span five provinces in rural China. According to the data, on average, rates of delay are high—51 percent. The low rates of SPPs among our sample demonstrate that this may be one source of the high prevalence of delays. The results of the multivariate regression analysis reveal that reading books and singing songs are each significantly associated with an increase in infant cognitive score by 1.62 points (p = 0.003) and 2.00 points (p < 0.001), respectively. Telling stories to infants, however, is not significantly associated with infant cognitive scores. Our findings indicate that caregivers with different characteristics engage in various levels of stimulating practices and have infants with different rates of delay. Specifically, infants of better-educated mothers who have greater household assets are in families in which the caregivers provide more SPPs and have infants who score higher on the study’s cognitive abilities scales.

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Section: Discussionmentioning

confidence: 99%

Infant Cognitive Development and Stimulating Parenting Practices in Rural China

Johnstone

Yang

Xue

et al. 2021

IJERPH

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“…Sénéchal et al (1998) reported that parents had 61 to 80 children's books in the home and Stephenson et al (2008) reported that parents had 100-199 books. On the other hand, among the parents in Tehran, Iran, Sajedi et al (2018) reported that the average number of children books was ten. Taken together, there may be sociocultural and/or environmental factors that impact the number of books in the home.…”

Section: Age and Frequency Of Exposurementioning

confidence: 99%

Parental Perspectives on Storybook Reading in Indian Home Contexts

Pandith

John

Bellon-Harn

et al. 2021

Early Childhood Educ J

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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.

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“…(28,31,41,42,(45)(46)(47)(48)(49)(50) Studies also suggest that literacy promotion interventions are effective in increasing shared reading behaviors, and that these positively impact child language and literacy outcomes regardless of sociocultural background. (19,48,(51)(52)(53)The promotion of shared reading offers a valuable opportunity to improve child health globally. (54) Although the families in our sample had a relatively higher level of education and higher rates of maternal employment than average for Jordan, this nding may be related to the demographic targeted; speci cally, parents of young children.…”

Section: Resultsmentioning

confidence: 99%

The Influence of Sociocultural Factors on Shared Reading in Jordan.

Nasir¹,

Bawaneh²,

Alaraj³

et al. 2021

Preprint

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Background: Shared reading has many benefits to children’s language and literacy development. The practice of shared reading varies widely among different cultural groups and is influenced by sociocultural factors. Promotion of shared reading in the healthcare setting has been shown to be effective in many western countries. Very little data are available from other nations, particularly those in the Middle East about parental experiences and attitudes towards shared reading with children. The aim of this study was to explore sociocultural factors that influence shared reading with children in Jordan, a low-middle income Arabic speaking country. Methods: We used survey methodology to collect information on shared reading from a sample of parents of children 3-8 years of age presenting to the Jordan University Hospital Pediatrics clinic in Amman, Jordan. Data were also gathered through solicitation of narrative unstructured comments from parents. Qualitative and statistical data analysis were performed. Findings: Mothers universally believed that shared reading is beneficial for children. However, only a small minority (16.4%) reported reading to their children daily. Shared reading behaviors correlated with frequency of mothers’ personal reading and with the number of books in the home. Mothers indicated a preference for culturally appropriate books, written in classical Arabic and books having a moral or a lesson. Barriers to shared reading included a perceived lack of encouragement of this practice from society and schools and lack of access to books and public libraries.Discussion: Promotion of shared reading is an effective way to enhance the literacy of children from varying ethnic and cultural backgrounds and represents an opportunity to reduce health disparities worldwide. Understanding regional sociocultural dynamics is an essential factor in planning successful interventions to promote literacy. We identified barriers to reading as well as cultural values that may be leveraged to enhance shared reading in Jordan.

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Early storybook reading and childhood development: A cross-sectional study in Iran

Cited by 10 publications

References 41 publications

Infant Cognitive Development and Stimulating Parenting Practices in Rural China

Infant Cognitive Development and Stimulating Parenting Practices in Rural China

Parental Perspectives on Storybook Reading in Indian Home Contexts

The Influence of Sociocultural Factors on Shared Reading in Jordan.

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