"I Love This Story!" Examining Parent-Child Interactions during Storybook Reading. Issue 3 (3rd April 2021)

• Record Type: Journal Article
• Authors: Patel, Shaneha; Segal, Aviva; Martin-Chang, Sandra
• Is Part Of: Early education and development. Volume 32:Issue 3(2021)
• Page Start: 385
• Page End: 401
• Publication Date: 2021-04-03
• Subjects: Child development -- United States -- Periodicals; Child psychology -- United States -- Periodicals; Education, Preschool -- United States -- Periodicals; Early childhood education -- United States -- Periodicals; 372.21097305
• DOI: 10.1080/10409289.2020.1755159
• Languages: English
• ISSNs: 1040-9289

Abstract

ABSTRACT: The home environment is an important contributor to children's literacy experiences. One activity that is frequently investigated is parent-child storybook reading. The present study examined book-reading interactions between 60 parent-child dyads. The sessions were recorded and parent-child behaviors were coded for types of talk (immediate, non-immediate, illustration production) and engagement. Research Findings : Results of hierarchical multiple regressions demonstrated that parents' non-immediate talk and engagement accounted for unique variance in children's non-immediate talk and engagement, above and beyond children's own behaviors. Parallel regressions demonstrated that children's non-immediate talk and engagement also accounted for unique variance in parents' non-immediate talk and engagement, above and beyond parents' own behaviors. Practice or Policy : These findings demonstrate that parents and children take on reciprocal roles during storybook reading. Implications for parents' practices are discussed.