Date of Award:
8-2020
Document Type:
Thesis
Degree Name:
Educational Specialist (EdS)
Department:
Psychology
Committee Chair(s)
Gretchen Peacock
Committee
Gretchen Peacock
Committee
Shelley Lindauer
Committee
Greg Callan
Abstract
Many studies have examined the academic benefits of parents reading with their children, but few studies have looked at the psychological and social benefits, and even fewer have related the quality of shared book reading to psycho-social benefits. This study looked at whether positive and negative reading interactions during shared book reading predicted parent-child relationships, child social skills and child academic skills. Twenty-five parents of 4-year-olds read a story with their child and completed parent relationship and child social skills questionnaires. The reading interactions were then coded into two separate composite scores: positive and negative. Positive interactions did not significantly predict any of the variables studied, but negative reading interactions predicted lower parent involvement, lower child engagement, and lower child communication skills. Reading behaviors approached significance for predicting child's ability to understand the sounds that make up a word, but not child letter knowledge. Implications and future research are discussed.
Checksum
0c5d9c5c521d43113fbc2bc50f9cf45d
Recommended Citation
Halling, Amy, "Psychosocial Effects of Shared Book Reading" (2020). All Graduate Theses and Dissertations, Spring 1920 to Summer 2023. 7802.
https://digitalcommons.usu.edu/etd/7802
Included in
Child Psychology Commons, Early Childhood Education Commons, Educational Psychology Commons
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