NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1165805
Record Type: Journal
Publication Date: 2017
Pages: 34
Abstractor: As Provided
ISSN: ISSN-0034-0502
Understanding Parents' Attitudes towards Complexity in Children's Books
Aram, Dorit; Bergman Deitcher, Deborah; Adar, Gali
Reading Horizons, v56 n4 Article 3 2017
Experts in children's literature and child development value complexity in the language, socio-emotional content, and structure of books, yet little is known regarding parents' attitudes towards these aspects. The study thus examined how parents' gender, education, and profession, children's age and gender, and frequency of parent-child reading interactions predict parents' support for complexity in children's books. Participants were 104 parents to children aged 4-7. Parents completed questionnaires measuring frequency of shared book reading and levels of support for complexity of children's narrative books in three areas: language, socio-emotional content, and structure. Results showed that parents supported complexity of socio-emotional content, followed by language, and least supported structural complexity. Only parents' profession and frequency of shared book reading interactions predicted support for complexity in books. Parents who read more to their children and parents in social professions showed greater support for complexity. The study stresses the importance of guiding parents to consider a variety of aspects when selecting books to read with their children.
Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel
Grant or Contract Numbers: N/A