Examining relationships between home-based shared book reading practices and children’s language/literacy skills at kindergarten entry

Anderson, Kimberly L.; Atkinson, Terry; Swaggerty, Elizabeth A.; O’Brien, Kevin F.

doi:10.1080/03004430.2018.1443921

Cited by 23 publications

(11 citation statements)

References 22 publications

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“…This study would be of practical and clinical importance as it offers several implications. For example, through SBR at home, parents can not only foster their children's language and literacy development (Anderson et al, 2019; Hoyne and Egan, 2019) but also support their children's social, cognitive and emotional development (Hoyne and Egan, 2019; Kohm et al, 2016). Furthermore, the results of the present study can guide Chinese parents as to what can and should be considered (e.g.…”

Section: The Present Studymentioning

confidence: 99%

Language development of Chinese-speaking hearing-impaired children: The roles of home literacy resources and shared book reading

Chan¹

2023

Child Language Teaching and Therapy

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The present study aimed to explore the specific components of home literacy resources (HLR) and parental behaviours during shared book reading (SBR) that may contribute to the language development of Chinese-speaking hearing-impaired children. A total of 90 Chinese-speaking hearing-impaired children aged 3 to 6 years, along with their parents, participated in this study. Following the design of previous studies, we required the parents to complete a questionnaire regarding HLR and parental SBR behaviours, and their hearing-impaired children received a standardised language test. The results showed that such HLR components as storybook capacity at home, weekly frequency of SBR, duration per SBR session, starting age of SBR, and the parental SBR behaviour, parent and child discussing opinions with each other, could significantly account for an additional portion of the variance in children's receptive, expressive, and overall language beyond the demographic variables. It is thus recommended that clinicians share this evidence-based information with parents who have hearing-impaired children to help their children develop language to their fullest potential.

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Section: The Present Studymentioning

confidence: 99%

Language development of Chinese-speaking hearing-impaired children: The roles of home literacy resources and shared book reading

Chan¹

2023

Child Language Teaching and Therapy

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“…Reading with children and discussing the text is one of the most powerful ways families can contribute to children's early language and literacy development (e.g., Anderson et al, 2019; Barnes & Puccioni, 2017; Toub et al, 2018). Multiple studies have identified how shared book reading can promote children's expressive and receptive language (e.g., Barnes & Puccioni, 2017; Chacko et al, 2018).…”

Section: Reading With Childrenmentioning

confidence: 99%

Partnering with Families to Use Screen Time for Supporting Early Language and Literacy

Tatar¹,

Gerde²

2022

The Reading Teacher

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“…Daily reading and reading a few times per week in infancy are both positively related to the child's later vocabulary and socio‐emotional competence, and daily reading shows a strong effect (O'Farrelly et al., 2018). The frequency of shared book reading is significantly associated with children's reading interests, narrative retelling skills, early reading skills, and print concepts before school entry (Anderson et al., 2019). According to Paris (2005), such skills are unconstrained skills that would be more likely to be acquired in the longer term, even across one's lifespan.…”

Section: Introductionmentioning

confidence: 99%

Parental involvement in shared book reading for preschoolers in China: Patterns and risks

Tian,

Cui,

Greger

2024

Review of Education

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Previous studies have elucidated the positive effect of the quantity and onset age of shared book reading on children's language development. Few studies have addressed the profiles of parental involvement in terms of different key aspects of shared book reading. This study adopted a latent profile analysis to examine the patterns of parental involvement in shared book reading and associated factors; 980 Chinese parents of kindergarten children were investigated. Three profiles were identified: (1) late start and infrequent reading; (2) early start and frequent reading; (3) medium start and intensive reading. Higher socioeconomic status, more literacy resources, and older age of the children were all found to be more likely to be associated with identification with Profile 2 than Profile 1. Implications for more targeted parental intervention programmes to broaden access to home literacy resources are highlighted.

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Examining relationships between home-based shared book reading practices and children’s language/literacy skills at kindergarten entry

Cited by 23 publications

References 22 publications

Language development of Chinese-speaking hearing-impaired children: The roles of home literacy resources and shared book reading

Language development of Chinese-speaking hearing-impaired children: The roles of home literacy resources and shared book reading

Partnering with Families to Use Screen Time for Supporting Early Language and Literacy

Parental involvement in shared book reading for preschoolers in China: Patterns and risks

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