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| 說明 | 1 online resource (54 pages) |
| 文字 | text |
| 無媒介 | computer |
| 成冊 | online resource |
| 附註 | Source: Dissertations Abstracts International, Volume: 82-04, Section: B |
| Advisor: Peacock, Gretchen |
| Thesis (Ed.S.)--Utah State University, 2020 |
| Includes bibliographical references |
| 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 |
| Electronic reproduction. Ann Arbor, Mich. : ProQuest, 2021 |
| Mode of access: World Wide Web |
| 主題 | Psychology |
| Reading instruction |
| Individual & family studies |
| Early childhood education |
| Social research |
| Attachment |
| Early literacy |
| Empathy |
| Preschool |
| Shared book reading |
| Parent teaching |
| Psycho-social benefits |
| Parent-child relationships |
| Social skills |
| Academic skills |
| Reading comprehension |
| Electronic books. |
| 0621 |
| 0535 |
| 0518 |
| 0344 |
| 0628 |
| ISBN/ISSN | 9798672180175 |
