The Contribution of Parent Reading Beliefs and Instructional Behaviors to Preschool Children’s Learning Outcomes

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Abstract

This study examined associations between parent reading beliefs and instructional behaviors during shared book reading (SBR) and children’s cognitive and language outcomes. Participants were 196 junior preschool children (108 males; Mage=45.58 months) and their parents. The parents reported their reading beliefs and instructional behaviors during SBR. The cognitive and language performance of these children was tested. Regression results revealed that parent reading beliefs positively predicted both children’s cognitive and language outcomes, while more instructional behaviors predicted better cognitive outcomes. Both parental variables no longer significantly predicted the cognitive ability of executive function when SBR frequency was further controlled. The study emphasized the contribution of parent reading beliefs and instructional behaviors to child learning outcomes, especially for language and mathematics outcomes.

Authors

• Qiuyun Cai, The Education University of Hong Kong

• Yui Chi Fong, The Education University of Hong Kong