Parental influence on child interest in shared picture book reading |
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| Institution: | 1. Department of Psychology, University of Massachusetts, USA;1. The Education University of Hong Kong, Hong Kong, China;2. University of Alberta, Edmonton, Canada;3. University of Crete, Rethymno, Greece;1. New York University School of Medicine, Department of Pediatrics, New York, NY;2. Northwestern University, Department of Communications Sciences and Disorders, Evanston, IL;3. SUNY Purchase College, Department of Psychology, Purchase, NY;4. Mathematica, Princeton, NJ;5. Marymount Manhattan College, Department of Psychology, New York, NY;1. Norwegian Reading Center, University of Stavanger, Postbox 8600 Forus, 4036 Stavanger, Norway;2. Brock University, 1812 Sir Isaac Brock Way, St. Catharines, Ontario L2S 3A1, Canada;3. Norwegian Reading Centre, University of Stavanger, Postbox 8600 Forus, 4036 Stavanger, Norway |
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| Abstract: | Children’s early interest in shared reading is thought to be important to later reading achievement. However, influences on such interest have not been adequately studied. The present study evaluated whether parents can affect their children’s interest in shared reading, using a multimethod assessment. Twenty-five parents and their preschool-aged children were randomly assigned to either an intervention group or an attention-control group. Parents in the interest intervention group learned strategies thought to be important to fostering interest in shared reading. After one week, children in the intervention group were more interested in shared reading compared to children in the attention-control group. After four weeks, intervention parents still reported increased child interest, though direct observations suggested somewhat diminished effects. These results provide a rare experimental evaluation of parental influence on interest, and suggest potential value in further developing interest interventions. |
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