Abstract

This study focused on how early literacy practices at home affect children's language development by looking at the reading habits and dialogic book reading practices of parents with preschool-aged children. Parents were asked to consider and report on their literacy practices at home. They were asked to focus on their current reading habits with their children and how they observed their children paying attention during book-sharing sessions. This study was a part of a bigger project that developed and carried out dialogic reading workshops for parents. Preschool connections and friends spread a survey with parent-report questions in order to collect data. In addition to rating their own reading habits, interactive reading techniques with their children, and library use, parents also provided particular demographic data. Significant findings showed that parents regularly modelled positive reading behaviors for their children. The majority of parents stated that they routinely used reading practices at home and reported feeling either somewhat confident or confident when reading to their children. The study recommends that in order to obtain a deeper understanding, future research should look at additional demographic characteristics. The findings of this study will guide future research on dialogic reading for caregivers.

Degree

MS

College and Department

David O. McKay School of Education; Communication Disorders

Rights

https://lib.byu.edu/about/copyright/

Date Submitted

2024-08-07

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd13394

Keywords

dialogic reading, preschool, Arabic, Spanish

Language

english

Download

Included in

Education Commons

Share

COinS