The Parent-Child Relationship during Beginning Reading

Children's Home Responsibilities: Factors Predicting Children's Household Work

“…Children who have positive relationships with their parents are more likely to want to please them, and are therefore more likely to cooperate in activities initiated by their parents. For example, it has been found in a study of the parent-child relationship during beginning reading that parent-child dyads who were affectionate during shared reading had children who were less frustrated with and more engaged in reading, and who read more words per minute, earlier, than did those from less affectionate dyads (Bergin, 2001). It is hypothesized that a similar relationship should be found between positive parent-child interactions and behavioral outcomes in the area of children's home responsibilities.…”

Shared Book Reading: Parental Goals Across the Primary Grades and Goal–Behavior Relationships in Junior Kindergarten

“…Specifically, many studies have attempted to determine the nature of the benefits of shared book reading between parent and child (e.g., Hayden & Fagan, 1983;Mansell, Evans, & Hamilton-Hulak, 2005;Pellegrini, Brody, & Sigel, 1985;Sénéchal, LeFevre, Hudson, & Lawson, 1996) and which aspects of this interaction contribute the most to the development of children's literacy skills. Parents vary in their interactions with their children during shared book reading, and studies have confirmed hypotheses that these different interactions are associated in diverse ways and to varying degrees with children's literacy development, suggesting that parents adapt their style to children's abilities (e.g., Bergin, 2001;DeTemple, 2001;Evans, Barraball, & Eberle, 1998;Mansell et al, 2005;Reese & Cox, 1999;Stoltz & Fischel, 2003). These studies provide some basis for understanding the factors that influence how parents interact with their children, or more specifically, why parents display specific behaviors at specific points during shared book reading.…”

Eye movements in shared book reading with children from kindergarten to Grade 4

“…Others have focused on the nature of the parent-child interaction and the way that the parent elaborates on the story (e.g., Bergin, 2001;Haden, Reese, & Fivush, 1996;Hammett, Van Kleek, & Huberty, 2003;Lonigan & Whitehurst, 1998;Taverne & Sheridan, 1995;Zevenbergen, Whitehurst, & Zevenbergen, 2003). This is thought to contribute to language and literacy development beyond the act of reading itself or the content of the printed words in the book.…”