The Instructional and Emotional Quality of Parent-Child Book Reading and Early Head Start Children's Learning Outcomes

Keely Dyan Cline, Carolyn Pope Edwards

Research output: Contribution to journalArticle

8 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)1214-1231
Number of pages18
JournalEarly Education and Development
Volume24
Issue number8
DOIs
Publication statusPublished - Nov 1 2013

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ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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