Abstract

This study examined socioeconomic and language factors influencing the implementation of shared book reading behaviors following participation in caregiver-trained shared book reading workshops. While shared book reading is known to support language and literacy outcomes of children, less is known about how socioeconomic and language differences affect its implementation. Eighteen participants were recruited from a local preschool and completed a 34-question pre-survey prior to attending a 2-week shared book reading workshop, followed by a 27-question post-survey. Parents reported on literacy practices, confidence level, and shared book reading behaviors. Results indicated increased positive shared book reading behaviors and caregiver confidence following the workshop. Findings also revealed differences in reading habits across socioeconomic and language backgrounds, along with similarities in motivation to attend workshops and the implementation of reading behaviors. This study highlights the importance of culturally responsive shared book reading interventions to support diverse families among socioeconomic and cultural backgrounds. Future research should incorporate direct observation of shared book reading behaviors.

Degree

College and Department

David O. McKay School of Education; Communication Disorders

Rights

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