Shared book reading among Mexican and Dominican parent-child dyads

Publication Date

6-1-2025

Document Type

Article

Publication Title

First Language

Volume

45

Issue

3

DOI

10.1177/01427237251325615

First Page

303

Last Page

322

Abstract

Reading a book aloud with an adult, or shared book reading (SBR), is a key aspect of children’s early experiences with literacy and one that can vary based on social and cultural factors. Based on a sample of 30 Mexican and Dominican families from the New York metro area, the present study investigated book reading strategies used by parents of 3-year-old children during SBR. Videos of parent-child book reading drawn from the Databrary repository were utilized to assess parent strategies and child engagement, with engagement scored based on children’s attentiveness and verbal participation during the reading activity. We found that children were highly engaged, with most demonstrating active engagement, the highest level of engagement in this study. The interactive strategies that were highly correlated with child engagement included asking questions, sustaining attention through affect, and allowing the child to direct the activity. This study sheds light on patterns within parent-child book reading interactions that can promote the child’s engagement during SBR and adds to the literature on early literacy practices among Hispanic origin families.

Keywords

book sharing strategies, engagement, low-income families, parent-child interaction, Shared book reading

Department

Child and Adolescent Development

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