72
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Factors Influencing Caregiver Perceptions of Shared Picture Book Reading Enjoyment with their Young Children

ORCID Icon
Pages 519-543 | Received 01 Sep 2023, Accepted 03 Apr 2024, Published online: 17 Apr 2024

References

  • Adrian, J. E., Clemente, R. A., Villanueva, L., & Rieffe, C. (2005). Parent-child picture-book reading, mothers’ mental state language and children’s theory of mind. Journal of Child Language, 32(3), 673–686. doi:10.1017/S0305000905006963
  • Arnold, D. H., Lonigan, C. J., Whitehurst, G. J., & Epstein, J. N. (1994). Accelerating language development through picture book reading: Replication and extension to a videotape training format. Journal of Educational Psychology, 86(2), 235–243. doi:10.1037/0022-0663.86.2.235
  • Bennett, K. K., Weigel, D. J., & Martin, S. S. (2002). Children’s acquisition of early literacy skills: Examining family contributions. Early Childhood Research Quarterly, 17(3), 295–317. doi:10.1016/S0885-2006(02)00166-7
  • Bishop, R. S. (1990). Mirrors, windows, and sliding glass doors. Perspectives: Choosing and Using Books for the Classroom, 6(3), ix–xi.
  • Bus, A. G., Van Ijzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65(1), 1–21. doi:10.3102/00346543065001001
  • Cutler, L., & Palkovitz, R. (2020). Fathers’ shared book reading experiences: Common behaviors, frequency, predictive factors, and developmental outcomes. Marriage & Family Review, 56(2), 144–173. doi:10.1080/01494929.2019.1683119
  • Dowdall, N., Melendez-Torres, G. J., Murray, L., Gardner, F., Hartford, L., & Cooper, P. J. (2020). Shared picture book reading interventions for child language development: A systematic review and meta-analysis. Child Development, 91(2), e383–e399. doi:10.1111/cdev.13225
  • Duursma, E., Pan, B. A., & Raikes, H. (2008). Predictors and outcomes of low-income fathers’ reading with their toddlers. Early Childhood Research Quarterly, 23(3), 351–365. doi:10.1016/j.ecresq.2008.06.001
  • Fletcher, K. L., & Reese, E. (2005). Picture book reading with young children: A conceptual framework. Developmental Review, 25(1), 64–103. doi:10.1016/j.dr.2004.08.009
  • Greenhoot, A. F., Beyer, A. M., & Curtis, J. (2014). More than pretty pictures? How illustrations affect parent-child story reading and children’s story recall. Frontiers in Psychology, 5, 738. doi:10.3389/fpsyg.2014.00738
  • Haden, C. A., Reese, E., & Fivush, R. (1996). Mothers’ extratextual comments during storybook reading: Stylistic differences over time and across texts. Discourse Processes, 21(2), 135–169. doi:10.1080/01638539609544953
  • Heath, S. B. (1982). What no bedtime story means: Narrative skills at home and school. Language in Society, 11(1), 49–76. https://www.jstor.org/stable/4167291. doi:10.1017/S0047404500009039
  • High, P., Hopmann, M., LaGasse, L., & Linn, H. (1998). Evaluation of a clinic-based program to promote book sharing and bedtime routines among low-income urban families with young children. Archives of Pediatrics & Adolescent Medicine, 152(5), 459–465. doi:10.1001/archpedi.152.5.459
  • Hudson Kam, C. L., & Matthewson, L. (2017). Introducing the infant bookreading database (IBDb). Journal of Child Language, 44(6), 1289–1308. doi:10.1017/S0305000916000490
  • Huebner, C. E. (2000). Promoting toddlers’ language development through community-based intervention. Journal of Applied Developmental Psychology, 21(5), 513–535. doi:10.1016/S0193-3973(00)00052-6
  • Huebner, C. E., & Meltzoff, A. N. (2005). Intervention to change parent-child reading style: A comparison of instructional methods. Journal of Applied Developmental Psychology, 26(3), 296–313. doi:10.1016/j.appdev.2005.02.006
  • Jalongo, M. (2004). Young children and picture books (2nd ed.). Washington, DC:National Association for the Education of Young Children.
  • Levy, R., Hall, M., & Preece, J. (2018). Examining the links between parents’ relationships with reading and shared reading with their pre-school children. International Journal of Educational Psychology, 7(2), 123–150. doi:10.17583/ijep.2018.3480
  • Luchkina, E., & Xu, F. (2022). From social contingency to verbal reference: A constructivist hypothesis. Psychological Review, 129(4), 890–909. doi:10.1037/rev0000320
  • Lyytinen, P., Laakso, M. L., & Poikkeus, A. M. (1998). Parental contribution to child’s early language and interest in books. European Journal of Psychology of Education, 13(3), 297–308. doi:10.1007/BF03172946
  • Manz, P. H., Hughes, C., Barnabas, E., Bracaliello, C., & Ginsburg-Block, M. (2010). A descriptive review and meta-analysis of family-based emergent ­literacy interventions: To what extent is the research applicable to low-income, ethnic-minority or linguistically-diverse young children? Early Childhood Research Quarterly, 25(4), 409–431. doi:10.1016/j.ecresq.2010.03.002
  • Massaro, D. W. (2017). Reading aloud to children: Benefits and implications for acquiring literacy before schooling begins. American Journal of Psychology, 130(1), 63–72. doi:10.5406/amerjpsyc.130.1.0063
  • Mol, S. E., Bus, A. G., De Jong, M. T., & Smeets, D. J. (2008). Added value of dialogic parent–child book readings: A meta-analysis. Early Education and Development, 19(1), 7–26. doi:10.1080/10409280701838603
  • Morrow, L. M., & Smith, J. K. (1990). The Effects of Group Size on Interactive Storybook Reading. Reading Research Quarterly, 25(3), 213–231. doi:10.2037/748003
  • Murray, L., Jennings, S., Perry, H., Andrews, M., De Wilde, K., Newell, A., … Cooper, P. J. (2023). Effects of training parents in dialogic book-sharing: The early-years provision in children’s centers (EPICC) study. Early Childhood Research Quarterly, 62, 1–16. doi:10.1016/j.ecresq.2022.07.008
  • Noble, C., Sala, G., Peter, M., Lingwood, J., Rowland, C., Gobet, F., & Pine, J. (2019). The impact of shared book reading of children’s language skills: A meta-analysis. Educational Research Review, 28(2019), 100290. doi:10.1016/j.edurev.2019.100290
  • O’Farrelly, C., Doyle, O., Victory, G., & Palamaro-Munsell, E. (2018). Shared reading in infancy and later development: Evidence from an early intervention. Journal of Applied Developmental Psychology, 54, 69–83. doi:10.1016/j.appdev.2017.12.001
  • OECD. (2021). Adult education level (indicator). doi:10.1787/36bce3fe-en
  • Ortiz, C., Stowe, R. M., & Arnold, D. H. (2001). Parental influence on child interest in shared picture book reading. Early Childhood Research Quarterly, 16(2), 263–281. doi:10.1016/S0885-2006(01)00101-6
  • Pancsofar, N., & Vernon-Feagans, L, Family Life Project Investigators. (2010). Fathers’ early contributions to children’s language development in families from low-income rural communities. Early Childhood Research Quarterly, 25(4), 450–463. doi:10.1016/j.ecresq.2010.02.001
  • Pillinger, C., & Vardy, E. J. (2022). The story so far: A systematic review of the dialogic reading literature. Journal of Research in Reading, 45(4), 533–548. doi:10.1111/1467-9817.12407
  • Preece, J., & Levy, R. (2018). Understanding the barriers and motivations to shared reading with young children: The role of enjoyment and feedback. Journal of Early Childhood Literacy, 20(4), 631–654. doi:10.1177/1468798418779216
  • Rabinowitz, S., Pavlov, C., Mireku, B., Ying, K., Zhang, J., & Read, K. (2021). I feel less blue when i read with you: The effect of reading aloud with a child on adult readers’ affect. Frontiers in Psychology, 12, 706729. doi:10.3389/fpsyg.2021.706729
  • Raikes, H., Pan, B. A., Luze, G., Tamis-LeMonda, C. S., Brooks-Gunn, J., Constantine, J., … Rodriguez, E. T. (2006). Mother–child bookreading in low-income families: Correlates and outcomes during the first three years of life. Child Development, 77(4), 924–953. doi:10.1111/j.1467-8624.2006.00911.x
  • Read, K., Rabinowitz, S., & Harrison, H. (2023). It’s the talk that counts: A review of how the extra-textual talk of caregivers during shared book reading with young children has been categorized and measured. Journal of Early Childhood Literacy, 0(0). doi:10.1177/14687984231202968
  • Read, K., Rogojina, A., & Hauer-Richard, O. (2022). Rhyme over time: Vocabulary learning through daily reading aloud at home with children. First Language, 42(3), 426–447. doi:10.1177/01427237221079475
  • Resnick, M. B., Roth, J., Aaron, P. M., Scott, J., Wolking, W. D., Larsen, J. J., & Packer, A. B. (1987). Mothers reading to infants: A new observational tool. The Reading Teacher, 40(9), 888–894. http://www.jstor.org/stable/20199659.
  • Robertson, S. L., & Reese, E. (2015). The very hungry caterpillar turned into a butterfly: Children’s and parents’ enjoyment of different book genres. Journal of Early Childhood Literacy, 17(1), 3–25. doi:10.1177/1468798415598354
  • Roser, N., & Martinez, M. (1985). Roles adults play in preschoolers’ response to literature. Language Arts, 62(5), 485–490. https://www.jstor.org/stable/41405626.
  • Rowe, M. L., Leech, K. A., & Cabrera, N. (2017). Going beyond input quantity: Wh-questions matter for toddlers’ language and cognitive development. Cognitive Science, 41 Suppl 1(S1), 162–179. doi:10.1111/cogs.12349
  • Salley, B., Daniels, D., Walker, C., & Fleming, K. (2022). Shared book reading intervention for parents of infants and toddlers. Journal of Early Childhood Research: ECR, 20(3), 322–340. doi:10.1177/1476718X221091462
  • Saracho, O. N., & Spodek, B. (2010). Parents and children engaging in storybook reading. Early Child Development and Care, 180(10), 1379–1389. doi:10.1080/03004430903135605
  • Sonnenschein, S., & Munsterman, K. (2002). The influence of home-based reading interactions on 5-year-olds’ reading motivations and early literacy development. Early Childhood Research Quarterly, 17(3), 318–337. doi:10.1016/S0885-2006(02)00167-9
  • Tamis-LeMonda, C. S., Shannon, J. D., Cabrera, N. J., & Lamb, M. E. (2004). Fathers and mothers at play with their 2-and 3-year-olds: Contributions to language and cognitive development. Child Development, 75(6), 1806–1820. doi:10.1111/j.1467-8624.2004.00818.x
  • Torr, J. (2020). How ‘shared’ is shared reading: Book-focused infant–educator interactions in long day-care centres. Journal of Early Childhood Literacy, 20(4), 815–838. doi:10.1177/1468798418792038
  • Wagner, L. (2013). By the numbers: A quantitative content analysis of children’s picturebooks. Frontiers in Psychology, 4, 850. doi:10.3389/fpsyg.2013.00850
  • Wagner, L. (2017). Factors influencing parents’ preferences and parents’ perceptions of child preferences of picturebooks. Frontiers in Psychology, 8, 1448. doi:10.33889/fpsyg.2017.01448
  • Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C., & Caulfield, M. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24(4), 552–559. doi:10.1037/0012-1649.24.4.552
  • Zevenbergen, A. A., Whitehurst, G. J., & van Kleeck, A. (2003). Dialogic reading: A shared picture book reading intervention for preschoolers. In S. A. Stahl, & E. B. Bauer (Eds.), On reading books to children: Parents and teachers (pp. 177–200). New York: Lawrence Erlbaum Associates Publishers.
  • Zevenbergen, A. A., Worth, S., Dretto, D., & Travers, K. (2018). Parents’ experiences in a home-based dialogic reading programme. Early Child Development and Care, 188(6), 862–874. doi:10.1080/03004430.2016.1241775

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.