NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1023925
Record Type: Journal
Publication Date: 2013
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1040-9289
The Instructional and Emotional Quality of Parent-Child Book Reading and Early Head Start Children's Learning Outcomes
Cline, Keely Dyan; Edwards, Carolyn Pope
Early Education and Development, v24 n8 p1214-1231 2013
Research Findings: The objective of this study was to understand how two dimensions of parent-child book-reading quality--instructional and emotional--interact and relate to learning in a sample of low-income infants and toddlers. Participants included 81 parents and their children from Early Head Start programs in the rural Midwest. Correlation and multiple regression analyses were used to test the hypothesis that parental book-reading qualities interact and relate to children's concurrent cognitive and language scores. Exploratory analyses examined if patterns of relationships varied for families who had different home languages (i.e., English, Spanish). Results included that book-reading qualities and home language interacted to predict child scores. Practice or Policy: Findings suggest a need to further explore potentially complex patterns of relationships among parental book-reading behaviors and child learning for diverse families. Understanding these patterns could inform the development of culturally-sensitive intervention approaches designed to support high-quality shared book reading.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Preschool Language Scale; Bayley Scales of Infant Development
Grant or Contract Numbers: N/A