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Does reading to infants benefit their cognitive development at 9-months-old? An investigation using a large birth cohort survey

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Aisling Murray
Aisling Murray
Aisling Murray
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Suzanne M Egan at Mary Immaculate College University of Limerick
Suzanne M Egan
  • Mary Immaculate College University of Limerick
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Abstract

This study uses a nationally representative sample of 9-month-old infants and their families from the Growing Up in Ireland (GUI) study to investigate if reading to infants is associated with higher scores on contemporaneous indicators of cognitive development independently of other languagebased interactions between parent and infant, such as showing them pictures or talking to them. Reading to infants had an independent positive effect on scores for both the problem-solving and communication subscales of the Ages and Stages Questionnaire (ASQ), while the positive effect of showing pictures was independent only for communication scores. The effects of both of these activities were, however, less substantial than the positive effect observed for the more informal activity of frequently talking to the infant while doing other things; and this was observed for both communication and problem-solving. The analyses were robust to adjustment for several other factors including maternal education, gestational age, non-parental care, breastfeeding, attachment and presence of siblings. The findings highlight the potential of reading and talking to infants, not just for language and literacy development but also for other aspects of cognitive development.
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... As infants acquire more spoken language skills, observations of early communication between 9 and 13 months of age imply that children are adding to, rather than replacing, early communicative behaviors (Smith et al., 2018). Murray and Egan (2014) demonstrated a statistically significant positive association between reading to a young child, conversing with the child while engaging in other activities, and positive outcomes for language and literacy development as well as for other facets of cognitive development. It is abundantly clear that the quantity of interaction that takes place between a parent and an infant is significant (Murray & Egan, 2014), nevertheless, what is even more significant is the quality of that interaction. ...
... Murray and Egan (2014) demonstrated a statistically significant positive association between reading to a young child, conversing with the child while engaging in other activities, and positive outcomes for language and literacy development as well as for other facets of cognitive development. It is abundantly clear that the quantity of interaction that takes place between a parent and an infant is significant (Murray & Egan, 2014), nevertheless, what is even more significant is the quality of that interaction. Contingency, or communication with the intended recipient when that recipient is fully oriented towards receiving and processing it, is an essential component of high-quality parent-infant communication (Dinkel et al., 2023;Topping et al., 2013). ...
Healthcare providers' perceptions of infant physical activity and communication
Article
Full-text available
  • Jul 2024
Background Healthcare providers (HPs) play a critical role in disseminating information about infant health and development. Two key developmental areas for infants are physical activity (PA) and communication. Few studies have examined HPs views of these topics. Thus, HPs may need support to promote these early development outcomes in infants. Thus, the study explored HPs' perceptions of infant PA and communication. Methods A total of 13 HPs with a wide variety of backgrounds were recruited. Zoom semi‐structured interviews were based on the Health Belief Model. Deductive content analysis was utilized to analyze data. Results HPs knew little about PA guidelines. HPs were concerned about an infant's PA because of limited playtime and tummy time. Most HPs advised parents on PA and motor development milestones, with crawling, walking, and tummy time. HPs also wanted to learn about PA measurement tools. PA promotion was hindered by parents' busy schedules, lack of time, and language barriers. Most HPs advised parents on verbal and nonverbal communication. Many HPs were unfamiliar with communication assessment methods and wanted to learn more. Conclusions HPs had limited knowledge about PA guidelines and communication measurement tools. Efforts are needed to identify easily accessible ways to educate HPs that could be disseminated to parents.
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... Por otro lado, los libros para bebés diseñados con imágenes que representan elementos simples y sin texturas los hacen ideales para el desarrollo del vocabulario (Murray & Egan, 2014;Shinskey, 2021). Cuando los libros tienen texto impreso los adultos tienden a ignorarlo focalizando solo en las figuras representadas (e.g. ...
... Estudios previos señalaron que al interactuar con niños/as muy pequeños/as las mamás no suelen leer, sino que nombran los elementos que aparecen en los libros ignorando el texto escrito (e.g DeBaryshe, 1993;Peralta, 1995;Salsa & Peralta, 2009). Sin embargo, encontramos que las madres leían a sus pequeños/as utilizando libros que combinaban imágenes y textos, aun pudiendo elegir libros más sencillos y sin texto (disponibles en el set de libros), considerados ideales para enseñar palabras a los bebés (Murray & Egan, 2014). Esto podría consistir en un modo de la madre de llamar la atención de su bebé y a un esfuerzo por desarrollar una actividad propia del formato de interacción. ...
Interacción madre-bebé en el hogar. Un estudio de observación con bebés de 9 meses en situaciones de lectura y otras rutinas cotidianas
Article
Full-text available
  • Jul 2024
Una actividad muy valorada durante la primera infancia es la lectura compartida. Sin embargo, pocas investigaciones analizan las interacciones con libros ilustrados antes del año de vida. El objetivo de este trabajo es describir y comparar los estilos de interacción de madres y sus bebés de 9 meses en el hogar en situaciones de lectura y rutinas cotidianas. Se filmaron y analizaron una rutina cotidiana (baño, juego o comida) y un momento de lectura compartida. Los resultados muestran que las madres presentan un estilo más dialógico durante la lectura y más directivo durante las actividades cotidianas. Los bebés realizan mayormente acciones manipulativas sobre los libros. Ante intervenciones maternas los pequeños responden de manera más contingente y convencional. Los resultados muestran que las madres tienen un rol significativo al estructurar las experiencias de lectura durante el primer año de vida, apoyando la recomendación de incrementar la lectura a edades tempranas.
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... Other studies have highlighted how reading practice is an effective tool to stimulate problem-solving skills and how teaching reading and inference strategies can increase the effectiveness of reading and text comprehension [50,51]. The complex mental operation underlying problem-solving requires the acquisition of other types of skills for it to be successful, such as reading comprehension, reading, and the use of mathematical knowledge and operations [52]. ...
... In fact, as revealed by the analyses presented, reading aloud is outlined as a democratic policy action, as well as an educational one, capable of enhancing and supporting the development of those cognitive skills that are also crucial for successful schooling and the achievement of educational success. According to previous statements in numerous studies in the literature [38,50,51], the skills of planning, monitoring, and understanding external stimuli and their meaning represent tools that strongly influence the individual's schooling, thus delineating themselves as protective factors against the problem of school dropout [79]. Consequently, it seems logical to affirm the importance of reading aloud as a tool that can act positively on individual educational success and preventively on the school dropout issue. ...
Reading Aloud and the Use of CAS-2 Battery to Assess Cognitive Skills Improvement
Article
Full-text available
  • Jan 2024
Background. Research has suggested that exposure to reading can act positively on vocabulary development and other cognitive skills required in the early-school years. This paper presents the results of a quasi-experimental study that analyses the relationship between exposure to reading aloud to children and the development of basic cognitive skills, which are essential from the first days of school for the acquisition of all subsequent learning. This research has two objectives: first, to highlight the benefits of reading aloud in the first years of schooling, with particular reference to cognitive skills; second, to propose the Cognitive Assessment System Second Edition (CAS-2) as an instrument able to monitor and quantify the cognitive effects of this practice. Methods. This research involved a sample of 152 children from primary schools in Italy. After thorough teacher training on the proposed method of reading aloud, the teachers undertook daily reading training for approximately 3 months. The children in the experimental and control groups underwent ex ante and ex post individual administration of the CAS-2 test. A mixed model with a 2 × 2 design was used to verify the effect of the training. Results. With regard to the first aim, this study confirmed the hypotheses by highlighting the benefits of reading aloud training. The results on the Full CAS-2 Scale show significant increases in the experimental group compared to the control group. Furthermore, the improvement of the experimental group is evident in all the sub-dimensions investigated (Planning, Attention, Simultaneous, Successive). Conclusions. These results confirm the effect of reading aloud on cognitive skills development and the sensitivity of the CAS-2 as an instrument to detect its effects. Future research could explore the use of the CAS-2 battery in student populations of higher school grades, as well as observe the stability of the benefits over time.
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... One reason behind these high rates, particularly the rates of language and cognitive delays, may be the fact that the family psychosocial environment, which involves verbal interaction, was not sufficiently utilized by families in our sample. It's worth noting that verbal interaction stimulates not only promotes language development but also cognitive development (Murray & Egan, 2014;Yue, A. et al., 2021). ...
The Effect of Parenting Practices and Family Adjustment of Caregivers on Early Childhood Development in Rural China
Preprint
  • Jan 2024
We used a unique panel dataset of 1682 children from villages in Northwest China. Our objective was to estimate the impact of parenting practices and family adjustment on early childhood development among infants aged 5 to 24 months. Within this cohort, an alarming 53.58% of children exhibited susceptibility to cognitive development delays. Additionally, 60.02%, 36.24%, and 40.11% were at risk of language, motor, and social-emotional delays, respectively. Moreover, parental consistency, coercive parenting and the parental adjustment of caregivers were relatively poor. Multivariate analysis revealed that total parenting practices and family adjustment had significant positive effects on all dimensions of early childhood development, including the cognitive, language, motor, and social-emotional dimensions; parenting practices had the strongest relationship with all dimensions of child development; and family adjustment had a significant positive predictive function only for social-emotional development.
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Menumbuhkan Minat Baca Pada Anak –Anak SDN Menur Pumpungan Melalui Kegiatan Peringatan Hari Literasi Nasional Di Surabaya
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Full-text available
  • Jul 2024
Semakin meningkatnya perkembangan teknologi masa kini, menjadikan hiburan masyarakat kita beralih mengikuti perkembangan jaman. Banyaknya hiburan di masyarakat melalui barang elektronik yang didapatkan dengan harga terjangkau menjadikan masyarakat menjadi semakin enggan untuk membaca, terutama anak-anak. Mereka lebih tertarik untuk bermain gadget atau menonton televisi. Apalagi sekarang semakin berkembang media sosial yang semakin “menjamur dan meracuni pikiran mereka”. Setiap anak mempunyai handphone yang tidak digunakan untuk hal positif justru merusak dunia pendidikan. Adanya televisi, handphone, komputer dan barang-barang elektronik lainnya menjadi hiburan yang menarik bagi masyarakat, tidak terkecuali anak-anak. Anak-anak lebih suka menonton televisi dan bermain gadget daripada membaca buku. Oleh karena itu, perlu merancang kiat - kiat pembelajaran membaca dengan baik, sehingga mampu menumbuhkan kebiasaan membaca sebagai suatu yang menyenangkan. Suasana belajar harus dapat diciptakan melalui kegiatan permainan bahasa dalam pembelajaran membaca. Hal itu sesuai dengan karakteristik anak yang masih senang bermain. Permainan memiliki peran penting dalam perkembangan kognitif dan sosial anak.
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“It is a lovely gift to get from the public health nurse ”: Public health nurse perspectives on involvement in an infant book gifting scheme
Article
Full-text available
  • Aug 2024
  • J Early Child Literacy
The benefits of book gifting schemes for infants, parents and families, are well documented. While book gifting schemes operate around the world, and are delivered in different ways (e.g., postal services, local libraries, maternity hospitals and community centres), little is known about the benefits and challenges for those involved in delivering the schemes. This mixed methods study, based on a book gifting scheme in Ireland, reports findings from public health nurses (PHNs) regarding their involvement in an infant book gifting scheme. PHNs incorporated the delivery of an infant book gifting pack, and information leaflets about reading with infants, into their regular infant developmental health checks at 3 months and at 7-9 months. The findings from over 300 developmental checks indicate that participating PHNs were positive overall regarding their involvement in the scheme. Despite their heavy workload, in general, PHNs reported they had sufficient time available during the health checks to incorporate the book gifting. They highlighted the benefit of the scheme for parents and infants but also for PHNs themselves and their professional practice. The present paper discusses the findings in the context of ecological systems theory, notably, the role of the PHN in supporting infants and parents, and considers the implications of the findings for the delivery of infant book gifting schemes.
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Schools and Families of Early Learners Collaborating to Support At Home Read Alouds
Article
  • Mar 2024
Question asked in a preschool/primary teacher PD session on read‐alouds: “After our Family Night presentation on home read‐alouds, we got so many questions from families and caretakers. How can we give follow‐up support?” This teaching guide suggests three simple ideas for supporting parent home‐read‐alouds with preschool, kindergarten, and first‐grade students.
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Predicting Shared Parent-Child Book Reading in Infancy
Article
Full-text available
  • Mar 2003
This study examined the degree to which parental contextual factors and infant characteristics predicted whether parents read aloud to their 8-month-old infants. Discriminant function analysis revealed that mothers with higher family incomes and those who reported less parenting stress and fewer general hassles were more likely to read to their infants. Gender and temperament of the infant did not significantly predict whether mothers would engage in shared reading. Furthermore, there was no evidence that mothers who reported reading aloud to their infants display more enriching parenting practices in the laboratory. Paternal contextual factors did not discriminate readers from nonreaders, but infant temperament did. Fathers who read aloud had infants who were less soothable and who displayed longer durations of orienting. The possibility that book reading could serve as 1 mediator of the temperament-cognition relationship is discussed.
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Cultural learning
Article
Full-text available
  • Sep 1993
This target article presents a theory of human cultural learning. Cultural learning is identified with those instances of social learning in which intersubjectivity or perspective-taking plays a vital role, both in the original learning process and in the resulting cognitive product. Cultural learning manifests itself in three forms during human ontogeny: imitative learning, instructed learning, and collaborative learning - in that order. Evidence is provided that this progression arises from the developmental ordering of the underlying social-cognitive concepts and processes involved. Imitative learning relies on a concept of intentional agent and involves simple perspective-taking. Instructed learning relies on a concept of mental agent and involves alternating/coordinated perspective-taking (intersubjectivity). Collaborative learning relies on a concept of reflective agent and involves integrated perspective-taking reflective intersubjectivity). A comparison of normal children, autistic children and wild and enculturated chimpanzees provides further evidence for these correlations between social cognition and cultural learning. Cultural learning is a uniquely human form of social learning that allows for a fidelity of transmission of behaviors and information among conspecifics not possible in other forms of social learning, thereby providing the psychological basis for cultural evolution.
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Added Value of Dialogic Parent–Child Book Readings: A Meta-Analysis
Article
Full-text available
  • Feb 2008
Book reading has been demonstrated to promote vocabulary. The current study was conducted to examine the added value of an interactive shared book reading format that emphasizes active as opposed to noninteractive participation by the child. Studies that included a dialogic reading intervention group and a reading-as-usual control group, and that reported vocabulary as an outcome measure were located. After extracting relevant data from 16 eligible studies, a meta-analysis was conducted to attain an overall mean effect size reflecting the success of dialogic reading in increasing children's vocabulary compared to typical shared reading. When focusing on measures of expressive vocabulary in particular (k = 9, n = 322), Cohen's d was .59 (SE = .08; 95% CI = 0.44, 0.75; p < .001), which is a moderate effect size. However, the effect size reduced substantially when children were older (4 to 5 years old) or when they were at risk for language and literacy impairments. Dialogic reading can change the home literacy activities of families with 2- to 3-year-old children but not those of families with children at greatest risk for school failure. Preparation of this manuscript was supported by a grant (#411-02-506) from the Netherlands Organization for Scientific Research (NWO) to Adriana G. Bus.
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Differential Effects of Home Literacy Experiences on the Development of Oral and Written Language
Article
Full-text available
  • Jan 1998
  • READ RES QUART
ABSTRACTS We examined whether storybook exposure and the amount of teaching in reading and writing skills reported by middle class parents were related to the oral‐language skills (receptive vocabulary, listening comprehension, and phoneme awareness) and the written‐language skills (concepts about book reading, alphabet knowledge, reading CVC words, and invented spelling) of children in kindergarten ( n = 110) and Grade 1 ( n = 47). Hierarchical regression analyses that controlled for parents' print exposure and children's age and analytic intelligence showed that storybook exposure explained statistically significant unique variance in children's oral‐language skills but not in their written‐language skills. In contrast, parent teaching explained statistically significant unique variance in children's written‐language skills but not in their oral‐language skills. These findings are consistent with the hypothesis that storybook exposure may enhance children's oral‐language skills whereas additional support in the form of teaching may be necessary to enhance written‐language skills. At the end of Grade 1, children's oral and written language performance accounted for 20% of the variance in word reading, but storybook exposure and parent teaching did not account for additional statistically significant unique variance. These findings suggest that the association between early home literacy experiences and later reading skills may be mediated through children's oral‐ and written‐language skills. EXAMINAMOS SI la exposición a libros de cuentos y la cantidad de experiencias de enseñanza de habilidades de lectura y escritura, obtenidas a partir de los informes de padres de clase media, estaban relacionadas con las habilidades de lenguaje oral (vocabulario receptivo, comprensión oral y concienca fonológica) y con las habilidades de lenguaje escrito (conceptos sobre la lectura de libros, conocimiento del alfabeto, lectura de palabras CVC y escrituras inventadas). Participaron del estudio niños de preescolar ( n = 110) y 1er. Grado ( n = 47). Los análisis de regresión jerárquica, controlando la exposisción a la lengua escrita de los padres y, la edad de los niños y la inteligencia analítica, mostraron que la exposición a libros de cuentos explicó una proporción única estadísticamente significativa de la variancia en las habilidades de lenguaje oral pero no en las habilidades de lenguaje escrito. Por el contrario, la enseñanza de los padres explicó una proporción única estadísticamente significativa de la variancia en las habilidades de lenguaje escrito pero no en las habilidades de lenguaje oral. Estos hallazgos son consistentes con la hipótesis de que la exposición a libros de cuentos puede mejorar las habilidades de lenguaje oral de los niños, en tanto que puede ser necesario un apoyo adicional en la forma de enseñar para mejorar las habilidades de lenguaje escrito. A fines de 1er. Grado, el desempeño oral y escrito de los niños dió cuenta del 20% de la variancia en lectura de palabras, pero la exposición a libros de cuentos y la enseñanza de los padres no explicó una proporción adicional estadísticamente significativa de la variancia. Estos hallazgos sugieren que la asociación entre las experiencias de alfabetización tempranas en el hogar y las habilidades de lectura posteriores pueden estar mediadas por las habilidades de lenguaje oral y escrito de los niños. UNTERSUCHTEN, ob der Einfluß von Geschichten und die Unterrichtsanzahl beim Vermitteln von Lese‐ und Schreibfertigkeiten, wie von Eltern der Mittelschicht berichtet, in einer Beziehung mit den mündlichen Sprachfertigkeiten (rezeptiver Wortschatz, Hörverständnis und phonemische Aufnahmefähigkeit) standen, und verglichen sprachliche Schreibfertigkeiten (Konzepte zum Buchlesen, Kenntnis des Alphabets, Lesen von CVC [Consonant‐Vowel‐Consonant bzw. Konsonant‐Vokal‐Konsonant] Worten und ersonnenes Buchstabieren) von Kindern im Kindergarten ( n = 110) und in der 1. Klasse ( n = 47). Hierarchische Regressionsanalysen zur kontrollierten Bemessung des elterlichen Aufwands an Druckmaterial, dem Alter der Kinder und deren analytischer Intelligenz zeigten, daß der Bucheinfluß von Geschichten statistisch eine deutliche, ausgeprägte Abweichung bei der Bemessung der mündlichen Sprachfähigkeiten bei diesen Kindern aufweist, jedoch nicht bei deren Schreibfähigkeiten. Im Widerspruch dazu ergab elterlicher Unterricht statistisch wesentliche Abweichungen bei den Schreibfertigkeiten der Kinder, jedoch nicht bei deren mündlichen Sprachfähigkeiten. Diese Erkenntnisse befinden sich im Einklang mit der Hypothese, daß das Anbieten bzw. Lesen von Geschichten aus Büchern mündliche Sprachfertigkeiten steigern kann, wobei zusätzliche Unterstützung in Form von Unterricht nötig werden könnte, um schriftliche Sprachfähigkeiten zu fördern. Mit Abschluß der 1. Klasse betrug die Veränderung in der mündlichen und schriftlichen Sprachleistung 20% beim Lesen von Worten, jedoch konnte die Heranführung an Geschichten aus Büchern und der elterliche Unterricht statistisch nicht mehr als besonders herausragende Abweichung nachgewiesen werden. Diese Befunde lassen vermuten, daß die Verbindung zwischen frühzeitigen Sprachausbildungserfahrungen zu Hause und späteren Leseleistungen durch erworbene mündliche und schriftliche Sprachfertigkeiten der Kinder vermittelt wird. NOUS AVONS examiné si l'exposition à la lecture de livres de jeunesse et la place faite à l'enseignement de la lecture et de l'écriture, tels que rapportés par des parents de classe moyenne, sont liés aux compétences en langue parlée (vocabulaire passif, compréhension du discours, et conscience phonémique) et écrite (représentation de la lecture de livres, connaissance de l'alphabet, lecture de mots CVC, et écriture inventée) chez des enfants de maternelle ( n =110) et de première année ( n = 47). Des analyses de régression hiérarchique contrôlant l'exposition à l'écrit par les parents, l'âge de l'enfant et l'intelligence analytique ont montré que l'exposition à la lecture de livres de jeunesse rend compte d'une variation statistiquement significative des compétences en langue parlée des enfants, mais pas de leurs compétences en langue écrite. Par contre, l'enseignement effectué par les parents rend compte d'une variation statistiquement significative des compétences en langue écrite des enfants, mais non de leurs compétences en langue parlée. Ces résultats sont en harmonie avec l'hypothèse que l'exposition à la lecture de livres de jeunesse permet d'améliorer les compétences des enfants en langue parlée, tandis qu'un apport supplémentaire sous forme d'enseignement peut s'avérer nécessaire pour améliorer leurs compétences en langue écrite. En fin de première année, la connaissance qu'ont les enfants du langage oral et écrit rend compte de 20% de la variance en lecture de livres, alors que l'exposition à la lecture de livres de jeunesse et l'enseignement effectué par les parents n'apportent pas de contribution supplémentaire à la variance. Ces résultats suggèrent qu'il est possible que l'association entre les expériences initiales de lecture‐écriture à la maison et les compétences ultérieures en lecture‐écriture soient médiatisées par les compétences des enfants en langue orale et écrite.
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Maternal reading and teaching patterns: Associations with school readiness in low-income African-American families
Article
  • Jan 1995
  • READ RES QUART
The current review is a quantitative meta-analysis of the available empirical evidence related to parent-preschooler reading and several outcome measures. In selecting the studies to be included in this meta-analysis, we focused on studies examining the frequency of book reading to preschoolers. The results support the hypothesis that parent-preschooler reading is related to outcome measures such as language growth, emergent literacy, and reading achievement. The overall effect size of d = .59 indicates that book reading explains about 8% of the variance in the outcome measures. The results support the hypothesis that book reading, in particular, affects acquisition of the written language register. The effect of parent-preschooler reading is not dependent on the socioeconomic status of the families or on several methodological differences between the studies. However, the effect seems to become smaller as soon as children become conventional readers and are able to read on their own.
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Preschool Reading‐related Skills and Later Reading Achievement: further evidence
Article
This paper extends, to the end of junior school, associations between preschool reading skills and later reading attainment reported earlier. It also presents, from a second study, associations between letter naming and letter sounding at the end of reception, considered separately, and reading attainment one year later. The earlier findings on the correlations between letter identification and reading attainment at the end of infant school still hold at the end of junior school. The results from the second study give no support to the hypothesis that it is letter sounding rather than letter naming which predicts later reading attainment. Implications of the results for practice in the reception year are discussed briefly.
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The assessment of parent-to-infant attachment: Development of a self-report questionnaire instrument
Article
  • Feb 1998
In most research involving maternal infant attachment, the attachment construct has been assessed by behavioural observation. The problems inherent in this approach, including its high cost and labour-intensive nature, are briefly reviewed. It is suggested that the behavioural approach could be usefully complemented by enquiry into the mother's subjective experiences towards her infant. The development of a 19 item self-report questionnaire to assess mother-to-infant attachment is described. Using a sample of approximately 200 women assessed at 4 weeks, 4 months and 8 months postnatally, the psychometric properties of the instrument are presented. Acceptable levels of internal consistency and test-retest reliability were found. The factor structure of the questionnaire revealed four factors which accounted for approximately 40% of the variance in attachment scores: pleasure in proximity, acceptance, tolerance, and competence as parent. Evidence supporting the construct validity of the questionnaire is presented. Use of the questionnaire approach enables the use of much larger samples of mother-infant dyads, and thus provides a potential avenue for future exploration of the determinants of attachment (or detachment). The criterion validity of the instrument has yet to be established by comparison with behavioural measures.
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Parents and children engaging in storybook reading
Article
  • Dec 2010
  • Early Child Dev Care
Family literacy studies have shown that the role of parental storybook reading has an impact on children’s success in school‐based literacy instruction. Storybook reading is when adults read an appropriate text to their children. This review describes studies in which parents and children engage in storybook reading. It specifically reports studies that discuss how parents (1) present formal and informal storybook literacy experiences, (2) engage children in storybook reading, (3) interact with their children during storybook reading, (4) participate in storybook intervention programmes, and (5) relate storybook reading to children’s literacy experiences. The results of these studies indicate that storybook reading promotes children’s language growth, emergent literacy and reading achievement. Thus, family literacy studies have shown that parental storybook reading has an impact on the children’s success in school‐based literacy instruction.
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