Quality Profiles of Parent-Child Book Reading

• In Event: Early Literacy at Home and School

Abstract

The purpose of this study was to identify quality profiles of parent-child book reading using latent profile analysis. Participants were 697 parent-child dyads enrolled in the Early Childhood Longitudinal Study-Birth Cohort. Three indicators were used to represent the quality of shared book reading, including (a) the parent’s discussion of story-related vocabulary; (b) the number of open-ended questions asked by the parent; and (c) depth of parent-child discussion. Two distinct latent profiles emerged: Higher quality of parent-child book reading (11% of sample) and Lower quality of parent-child book reading (89%). These results indicate systematic heterogeneity of parents in terms of quality of book reading, supporting the importance of training parents in reading to their children.

Authors

• Shanshan Wang, University of Cincinnati

• Ying Guo, University of Cincinnati

• Jamie Dawn Busch, University of Cincinnati

• Allison Breit-Smith, University of Cincinnati