Abstract

This study explored the reading habits and dialogic book reading practices in parents of preschool-aged children. Early literacy practices in the home influence the development of language skills and academic learning of children. These practices were explored by directly by asking parents to reflect and report on their literacy habits in the home setting. It specifically addresses current reading behaviors that parents implement when reading with their child and observations of their child's attention and involvement during book-sharing sessions. This study was part of a larger study focusing on developing and implementing dialogic reading workshops for parents. A survey with 36 parent-report questions was distributed to parents across the United States via social media. Parents were asked to identify specific demographic variables and rate their perceptions of reading habits, interactive reading strategies used with their child, and library use. Following survey completion, 83 responses were analyzed. Key findings included consistent use of positive parent-child reading behaviors and the influence of parent characteristics. Parents consistently reported feeling confident or somewhat confident in reading with their child and consistent use of reading strategies in the home. Future research should study additional demographic variables. The results from this study will be used to inform a larger study of dialogic reading trainings with parents.

Degree

College and Department

David O. McKay School of Education; Communication Disorders

Rights

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