Relevant bibliographies by topics / Parent-child book reading

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Parent-child book reading'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Parent-child book reading"

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Kaderavek, Joan N., and Elizabeth Sulzby. "Parent-Child Joint Book Reading." American Journal of Speech-Language Pathology 7, no. 1 (1998): 33–47. http://dx.doi.org/10.1044/1058-0360.0701.33.

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Research suggests that storybook reading facilitates language development and plays an important role in preparing children for success in school. Children who have early language delays are at risk for reading difficulties in the elementary years. Consequently, speech-language pathologists may want to incorporate one important aspect of early literacy development —parent-child storybook reading—into their remedial programs for some young children with language impairment. This article presents the Kaderavek-Sulzby Bookreading Observational Protocol (KSBOP) as a tool to organize parent-child storybook observations. To facilitate use of this protocol, the authors present the following: (a) background information on the research project from which the KSBOP was developed, (b) foundation knowledge about pertinent emergent literacy theory, and (c) a method for observing parent-child reading interactions with examples of how the protocol was used with a child who was language delayed. An annotated appendix is included.
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ADRIAN, JUAN E., ROSA A. CLEMENTE, LIDON VILLANUEVA, and CAROLIEN RIEFFE. "Parent–child picture-book reading, mothers' mental state language and children's theory of mind." Journal of Child Language 32, no. 3 (2005): 673–86. http://dx.doi.org/10.1017/s0305000905006963.

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This study focuses on parent–child book reading and its connection to the development of a theory of mind. First, parents were asked to report about frequency of parent–child storybook reading at home. Second, mothers were asked to read four picture-books to thirty-four children between 4;0 and 5;0. Both frequency of parent–child storybook reading at home, and mother's use of mental state terms in picture-books reading tasks were significantly associated with success on false belief tasks, after partialling out a number of potential mediators such as age of children, verbal IQ, paternal education, and words used by mothers in joint picture-book reading. Among the different mental state references (cognitive terms, desires, emotions and perceptions), it was found that the frequency and variety of cognitive terms, but also the frequency of emotional terms correlated positively with children's false belief performance. Relationships between mental state language and theory of mind are discussed.
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Hendrix, Nicole M., Robin L. Hojnoski, and Kristen N. Missall. "Shared Book Reading to Promote Math Talk in Parent–Child Dyads in Low-Income Families." Topics in Early Childhood Special Education 39, no. 1 (2019): 45–55. http://dx.doi.org/10.1177/0271121419831762.

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Shared book reading can facilitate meaningful mathematical interactions. This study extends prior research by exploring the effect of book content and parent training in shared book reading. A comparison phase embedded within a multiple baseline design across participants was used with three Head Start parent–child dyads to examine the effect of book type (i.e., math or nonmath) on the frequency of parent and child mathematical utterances (i.e., math talk) and to evaluate whether there was a functional relation between training as well as provision of reader’s guides and increased frequency and diversity of parent and child math talk. Overall and on average, dyads engaged in more math talk when provided with math books as compared with nonmath books. Results regarding training and provision of supplementary materials were less clear. Results are discussed with attention to multiple indicators of effectiveness and considerations for designing home mathematical interventions.
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Elias, Gordon, Ian Hay, Ross Homel, and Kate Freiberg. "Enhancing Parent-Child Book Reading in a Disadvantaged Community." Australasian Journal of Early Childhood 31, no. 1 (2006): 20–25. http://dx.doi.org/10.1177/183693910603100104.

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A parent–child dialogic reading program was implemented across four preschools, involving 62 caregivers/parents in a low socioeconomic status, disadvantaged community where English was not the first language in 54 per cent of the homes. This socioculturally sensitive program aimed to enhance children's language and emergent literacy development, and increase parental involvement in their preschoolers' education. Over the six months of the program, the amount of parent–child reading more than doubled, from an average of 38 minutes of parent-child reading per week, to 89 minutes of parent–child reading per week. Year One teachers in the following year reported positively on the children's literacy readiness, compared to that of previous intakes. The program is described in the paper.
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Karrass, Jan, Meghan C. VanDeventer, and Julia M. Braungart-Rieker. "Predicting shared parent-child book reading in infancy." Journal of Family Psychology 17, no. 1 (2003): 134–46. http://dx.doi.org/10.1037/0893-3200.17.1.134.

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Brown, Michelle I., David Trembath, Marleen F. Westerveld, and Gail T. Gillon. "A Pilot Study of Early Storybook Reading With Babies With Hearing Loss." Journal of Speech, Language, and Hearing Research 62, no. 9 (2019): 3397–412. http://dx.doi.org/10.1044/2019_jslhr-l-17-0305.

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Purpose This pilot study explored the effectiveness of an early storybook reading (ESR) intervention for parents with babies with hearing loss (HL) for improving (a) parents' book selection skills, (b) parent–child eye contact, and (c) parent–child turn-taking. Advancing research into ESR, this study examined whether the benefits from an ESR intervention reported for babies without HL were also observed in babies with HL. Method Four mother–baby dyads participated in a multiple baseline single-case experimental design across behaviors. Treatment effects for parents' book selection skills, parent–child eye contact, and parent–child turn-taking were examined using visual analysis and Tau-U analysis. Results Statistically significant increases, with large to very large effect sizes, were observed for all 4 participants for parent–child eye contact and parent–child turn-taking. Limited improvements with ceiling effects were observed for parents' book selection skills. Conclusion The findings provide preliminary evidence for the effectiveness of an ESR intervention for babies with HL for promoting parent–child interactions through eye contact and turn-taking.
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Dixon-Krauss, Lisbeth, Cynthia M. Januszka, and Chan-Ho Chae. "Development of the Dialogic Reading Inventory of Parent-Child Book Reading." Journal of Research in Childhood Education 24, no. 3 (2010): 266–77. http://dx.doi.org/10.1080/02568543.2010.487412.

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Choi, Naya, Sujeong Kang, and Jiyeon Sheo. "Children’s Interest in Learning English Through Picture Books in an EFL Context: The Effects of Parent–Child Interaction and Digital Pen Use." Education Sciences 10, no. 2 (2020): 40. http://dx.doi.org/10.3390/educsci10020040.

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In recent years, the ways in which to read English picture books to young children has become diverse in English as a foreign language (EFL) context. The present study examined the effect of parent-child interactions and digital pen use during English picture book reading in the child’s interest in learning English. A total of 320 Korean mothers of three to five year old preschool children participated in the study. The results revealed the following. First, children’s interest in learning English was higher when they used digital pens and engaged in frequent parent-child interactions during English picture book reading. Second, parent-child interaction was a more significant variable in children’s interest in learning English compared to digital pen use. Third, the moderator effect of digital pen use in the relation between parent-children interaction and children’s interest in learning English was insignificant. In other words, parent-child interaction was important in increasing children’s interest in learning English, regardless of digital pen use. While rapid advances in technology enhanced teaching pedagogy, parent-child interaction in foreign language learning still remains as a crucial factor. Further implications and future directions are discussed.
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Li, Liang, and Marilyn Fleer. "Family pedagogy: parent–child interaction in shared book reading." Early Child Development and Care 185, no. 11-12 (2015): 1944–60. http://dx.doi.org/10.1080/03004430.2015.1028398.

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Taylor, Catherine L., Stephen R. Zubrick, and Daniel Christensen. "Barriers to Parent–Child Book Reading in Early Childhood." International Journal of Early Childhood 48, no. 3 (2016): 295–309. http://dx.doi.org/10.1007/s13158-016-0172-2.

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Dissertations / Theses on the topic "Parent-child book reading"

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Auman, Judy Bogan. "Joint parent/caregiver and child book reading and the parents as teachers program." View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-1/rp/aumanj/judyauman.pdf.

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Hayes, Danielle J. "Once upon a time the reference of story grammar units during parent-child story book reading /." Cincinnati, Ohio University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?ucin1179436013.

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Thesis (M.A.)--University of Cincinnati, 2007.<br>Title from electronic thesis title page (viewed July 19, 2007). Includes abstract. Keywords: literacy; story grammar units Includes bibliographical references.
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HAYES, DANIELLE J. "ONCE UPON A TIME: THE REFERENCE OF STORY GRAMMAR UNITS DURING PARENT-CHILD STORY BOOK READING." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1179436013.

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Hood, Rachel Lynell. "Parents' Vocabulary Instruction with Preschoolers During Shared Book Reading." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1619127944502287.

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Leonard, Melinda A. "PARENT-CHILD STORYTELLING DURING JOINT PICTURE-BOOK READING AND RELATION TO LANGUAGE SCORES OF CHILDREN WITH ADHD." UKnowledge, 2005. http://uknowledge.uky.edu/gradschool_theses/400.

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Three questions were investigated in the current study. First, do children with ADHD have language deficiencies in comparison to non-referred peers? Second, are there diagnostic group differences in parent and child storytelling when interacting in a joint picture-book setting or in parent reported home literacy habits? Third, are these differences related to child language scores? Parents of 25 children with ADHD and 39 comparison children, average age 7 years 6 months, told their children a story based on a wordless picture-book, and children then retold the story to an examiner without using the book. In addition, children made up two of their own stories and completed a standardized test of receptive and expressive language abilities. Children with ADHD demonstrated an expressive language deficiency compared to the non-referred children, but there was no group difference in receptive language scores. Parents of children in both groups told stories of similar length and complexity, as well as affective and responsive quality. However, for the ADHD group but not the comparison group, more positive and responsive parents told stories on a lower grade level. The length of the childs retell of the parents story did not differ across groups but children with ADHD told shorter stories when asked to make up their own stories without the external structure or salience of visual cues. Further, there were no significant group differences in the relations between parent storytelling and child language scores. The implications of these findings for understanding parent and child storytelling and language abilities of children with ADHD are discussed.
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Hiipakka, Ciera M. "A Language Analysis of Parent-Child Storybook Reading with Typically Developing Preschoolers and Preschoolers with Autism Spectrum Disorders." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300743673.

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Mueller, Vannesa Theresa. "The effects of a fluent signing narrator in the Iowa E-Book on deaf children's acquisition of vocabulary, book related concepts, and enhancement of parent-child lap-reading interactions." Diss., University of Iowa, 2008. https://ir.uiowa.edu/etd/40.

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Early lap-reading experiences have been shown to benefit normally hearing children. Within this lap-reading context, children are exposed to more diverse vocabulary, complex syntactic structures, story grammar constructs, and higher level thinking skills such as inferencing, predicting, and evaluating. There is also evidence that children with hearing impairment benefit from lap-reading experiences, but with more modest effects. It has been hypothesized that greater effects have not been documented due to the fact that many hearing parents may be uncomfortable or may lack adequate skills to teach their deaf children literacy skills in sign and print as do deaf parents by reading and sharing stories from books with their deaf children (Marschark & Harris, 1996). In addition, the reading skills of deaf children have historically been, and continue to be lower than those of normally hearing children. It is hypothesized by this researcher that a factor which contributes to the reading difficulties seen in the majority of deaf children is a lack of linguistic and literacy exposure and practice that comes from early lap-reading experiences with an adult, who is competent in the language of the child. The Gallaudet Shared Reading Project represents an attempted intervention that has had some success; though there are inherent limitations to the program. An experimental approach that uses the Iowa E-Book seeks to make up for the limitations of the Shared Reading Project. This study involves the use of four mother-child dyads in a single subject design study that seeks to answer two research questions. The first involves testing the effects of including a signing narrator in the Iowa E-Book on the development of deaf children's knowledge of sign vocabulary and book related concepts. The second involves assessing changes in the parent-child interactions that occur while using the Iowa E-Book with and without sign support.
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Lindahl, Christina Lauren. "Developing Early Numeracy and Early Literacy Skills in Preschool Children Through a Shared Parent/Child Book Reading Intervention: A Multiple-Baseline Single Case Design Study." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6304.

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The present study examined the effectiveness of a shared storybook reading intervention in increasing children’s early numeracy and early literacy skills through a multiple baseline single case design. Four parent-child dyads were included in the study, and children’s early numeracy and early literacy skills were measured using the eNumeracy Early Math Assessments and the Preschool Early Literacy Indicators, respectively. The study also measured mathematical dialogue to determine if an increase in children’s early numeracy skills is due to the intervention and not other confounding variables. Finally, the study measured intervention integrity, and parent ratings of social validity. Results of the study indicated that parent-child mathematical dialogue increased for three participants and could not be calculated for the fourth participant due to attrition. Visual analysis and hierarchical linear modeling results indicated no statistically significant early numeracy or literacy outcomes across participants. A masked visual analysis indicated that there was an observable difference in children’s scores on the eNumeracy Ordinal Position measures, but none of the other outcome measures. Additionally, the majority of parents were able to implement the intervention with integrity and all parents reported high levels of social validity. The findings of this study show that the parent directed shared mathematical storybook reading intervention was effective in increasing mathematical dialogue between parents and children. Future studies should examine the impact of shared mathematical storybook reading interventions on discrete early numeracy and literacy skills specifically targeted during the book reading interventions.
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Le, Roux Adrie. "The production and use of wordless picture books in parent-child reading : an exploratory study within a South African context." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20177.

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Thesis (MPhil)--Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: This thesis is an exploratory study into the feasibility of the use of wordless picture books with the aim to develop a culture of and love for reading within the South African context, as approached from my viewpoint as an illustrator. Despite a growing body of literature that advocates the use of wordless picture books in educational and literacy development, not much research exists on their use within the South African context exists. Additionally, there are few locally published wordless picture books available in South Africa, with the market being dominated by American and European imports. Those that do exist locally lack variety and are largely labelled as educational. In addition, South Africa has a very low general reading rate, with reading and books being viewed as synonymous with an academic activity or obligation. Further, children are not encouraged to read for enjoyment at home, as their parents often do not have a reading culture of their own. Although educational books can be used in the home for joint reading, the use of books that are created for ‘strictly educational purposes’ leads to a risk of losing the magic of reading purely for enjoyment. A risk that runs parallel with this is the perpetuation of this negative view of reading in general. The inherent characteristics of wordless picture books serve as motivating factors that could contribute to developing a more positive attitude to books in general, and as such, foster a culture of reading that parents can transfer to their children. Through a semiotic and narratological analysis of wordless picture books, as well as a conceptualisation of the medium in my practical work, I debate the strengths of the medium as applied to the South African context. An empirical study forms part of this research in an effort to understand better how these books would function in joint reading between a child and their parent or primary caregiver. My fundamental argument is that the creation, production and use of this genre of picture books should be considered more favourably, and warrant further investigation within the South African context.<br>AFRIKAANSE OPSOMMING: Hierdie verhandeling is ‘n ondersoekende uitvoerbaarheidstudie oor die gebruik van boeke sonder woorde om ‘n kultuur van en liefde vir lees in die Suid-Afrikaanse konteks te ontwikkel ,soos gesien vanuit my uitgangspunt as illustreerder. Ten spyte van ‘n groter wordende omvang van literatuur wat die gebruik van boeke sonder woorde in opvoedkundige- en geletterdheidsontwikkeling voorstaan, bestaan daar weinig navorsing oor hul gebruik in die Suid-Afrikaanse konteks. Daarbenewens is daar min boeke sonder woorde wat plaaslik uitgegee word en word dié mark deur invoere uit Amerika en Europa oorheers. Dit wat wel plaaslik beskikbaar is, toon ‘n gebrek aan verskeidenheid en word meestal as opvoedkundig beskou. Verder het Suid-Afrika ‘n baie lae algemene leesgeneigtheid waar lees en boeke as sinoniem met ‘n akademiese aktiwiteit of verpligting beskou word. Voorts word kinders tuis nie aangemoedig om vir die genot daarvan te lees nie, omdat hul ouers dikwels self nie ‘n leeskultuur handhaaf nie. Hoewel opvoedkundige boeke tuis vir gesamentlike lees gebruik kan word, skep die benutting van boeke van ‘n ‘suiwer opvoedkundige aard’ die risko dat lees bloot vir die genot daarvan, verlore mag gaan. ‘n Risiko wat gelyktydig hiermee ontstaan, is die voortsetting van ‘n negatiewe siening oor lees. Boeke sonder woorde beskik oor inherente eieskappe wat as motivering vir lees dien en sodoende ‘n positiewer ingesteldheid teenoor boeke in die algemeen ontwikkel. Hierdeur kan ‘n kultuur van lees gekweek word wat ouers weer aan hul kinders kan oordra . Deur middel van semiotieke en narratologiese ontleding van boeke sonder woorde, sowel as ‘n konseptualisering van hierdie medium in my praktiese werk, beredeneer ek die sterkpunte van die medium soos toegepas binne die Suid-Afrikaanse opset. ‘n Empiriese studie vorm deel van die navorsing ten einde ‘n beter begrip te kry oor die benutting van dié boeke in gesamentlike lees tussen die kind en sy/haar ouer of primêre versorger. My grondliggende argument is dat die skepping, produksie en gebruik van hierdie genre van prentboeke sonder woorde gunstiger oorweeg behoort te word en verdere ondersoek binne die Suid-Afrikaanse konteks regverdig.
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Tseng, Kuo-hung, and 曾國鴻. "Using E-book in Parent-Child Shared Reading." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/02407084970805849219.

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碩士<br>國立中央大學<br>網路學習科技研究所<br>99<br>Parent-child shared book reading activity was a process, mainly referring to the parents through the book tells the story to the children and interacts with children and the children learned from it. In the course of learning, parent and child through discussion and sharing opinion help children get better understand of the story. In the environment of Parent-child shared book reading, use learning strategy can enhance the absorption of children for the story. But now the information technology like e-reader and tablet PCs bring a significant change of reading, when parent and child using tablet PCs to read, they were feel confuse about how to combine the feature of IT in parent-child shared reading, and don’t know how to use the feature to enhance the effect for Parent-child shared book reading. Therefore, this study was to explore the use of tablet PCs for Parent-child shared book reading, using the “iPad story drawing software” to support parent-child reading activity.We totally conduct six story reading activity, and the participant was kindergarten or lower graders of elementary school children and their parent, to explore how the influence in Parent-child shared book reading when using “iPad story drawing software” and storytelling activities. In this study, we analyzed parent-child drawing picture, parent-child communication, video and questionnaire of each group. The results showed that “iPad story drawing software” in Parent-child shared book reading can support communication and knowledge sharing for parent and child, and also help children’s verbal interact with their parents. The results indicated that“iPad story drawing software” suitable for Parent-child shared book reading.
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Books on the topic "Parent-child book reading"

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A book for Honey Bear: Reading keeps the sighs away. Little Simon, 2001.

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Lukken, Miriam W. Read this book before your child starts school. C.C. Thomas, 1994.

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Whole child/whole parent. 4th ed. HarperPerennial, 1997.

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Louise, Kennedy, and Cerf Christopher, eds. The between the lions book for parents: Everything you need to know to help your child learn to read. HarperResource, 2004.

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Rath, Linda K. The between the lions book for parents: Everything you need to know to help your child learn to read. HarperResource, 2004.

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Rath, Linda K. The between the lions book for parents: Everything you need to know to help your child learn to read. [HarperResource], 2005.

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Leonard, Gross, ed. Make your child a lifelong reader: A parent-guided program for children of all ages who can't, won't, or haven't yet started to read. Tarcher, 1986.

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Dickman, Floyd. 20 minutes of your day: Share books with your child. State Library of Ohio, 1999.

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Dickman, Floyd. 20 minutes of your day: Share books with your child. State Library of Ohio, 1999.

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Hai zi yi sheng de yue du ji hua. 4th ed. Tian wei wen hua tu shu gu fen you xian gong si, 2009.

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Book chapters on the topic "Parent-child book reading"

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Li, Liang, and Marilyn Fleer. "Family pedagogy: parent–child interaction in shared book reading." In Early Childhood Pedagogies. Routledge, 2018. http://dx.doi.org/10.4324/9781315473536-15.

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"Parent-Child Book Reading Through the Lens of Attachment Theory." In Literacy and Motivation. Routledge, 2001. http://dx.doi.org/10.4324/9781410601735-7.

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"Chapter 8. Styles of Parent–Child Book-Reading in Japanese Families." In Culture-Specific Language Styles. Multilingual Matters, 2002. http://dx.doi.org/10.21832/9781853595752-009.

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Panofsky, Carolyn P. "Developing the representational functions of language: The role of parent–child book-reading activity." In Sociocultural Approaches to Language and Literacy. Cambridge University Press, 1994. http://dx.doi.org/10.1017/cbo9780511897047.010.

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van der Lem, Geertruida J., and Debora E. Timmerman. "Joint Picture Book Reading in Signs: An Interaction Process Between Parent and Deaf Child." In Children’s Language. Psychology Press, 2018. http://dx.doi.org/10.4324/9781315789224-8.

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Beaupoil-Hourdel, Pauline. "Telling stories multimodally: what observations of parent-child shared book-reading activities can bring to L2 kindergarten teachers’ training." In Language learning and professionalization in higher education: pathways to preparing learners and teachers in/for the 21st century. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.44.1105.

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In Chapter 6, Pauline Beaupoil-Hourdel presents multimodal and plurisemiotic analyses of storytelling activities in adult-child dyadic interactions at home in France and analyzes the extent to which this context can inform the professionalization of teachers in the 21st century. Findings show that spontaneous adult-child interactions during storytelling and shared book reading at home provide valuable insights for kindergarten and primary school teachers to teach an L2, as well as new multimodal perspectives on fostering linguistic, narrative, and communication skills in young children at school.
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"Parent–Child Storybook Reading as a Complex Adaptive System: Or “An Igloo Is a House for Bears’." In On Reading Books to Children. Routledge, 2003. http://dx.doi.org/10.4324/9781410607355-23.

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Wiener, Harvey S. "Moms and Dads as Reading Helpers :Good Books Through The Grades." In Any Child Can Read Better. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195102185.003.0015.

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Read some chilling statistics, reported in an accurate Roper Organization survey a short time ago. Pollsters telephoned a nationally representative cross section of 1,000 families with kids from three to fourteen years old. Over ninety percent of moms and dads said reading was essential to their boy or girl's success. But of those with a child who could read, only 66 percent were happy with how their youngster was reading. According to age group, these are the numbers regarding parents who thought their child was interested in reading: . . .SCHOOL LEVEL PERCENTAGE Preschool 56% Kindergarten-second grade 59% Third grade-fifth grade 53% Beyond fifth grade 39%. . . At best, therefore, according to parents, six out of ten youngsters in any of the four groups found books stimulating. Of all the families surveyed only forty-four percent said their children read for pleasure each day. The implications are astounding. Personal happiness, future education, good jobs, enlightened citizenry, the society's continued advance: these all are at stake. Looking beyond the elementary and junior high school years, a Carnegie Foundation survey of 5500 college professors revealed that 75% think undergraduates at their institutions are seriously underprepared in basic skills; 66% think their colleges are paying too much money and spending too much time teaching what students should have learned prior to college admission. The failure of our schools to develop essential skills, the pervasive indifference to books among our children, the minimal achievement level at which so many youngsters hover throughout their educational lives—these are grim barriers to knowledge, happiness, and success. We read about this new study, that commission's report, those irrefutable data. We worry for awhile and then shrug with resignation. I'm not hopeful that the depressing statistics we hear about so regularly will improve any time soon, no matter what changes we make in our country's formal educational system. But in the informal realm;—the home, the supermarket, the playground, the various child-parent intersections—fertile, untilled soil stretches out around us.
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Deitcher, Deborah Bergman, Helen Johnson, and Dorit Aram. "10 Multilingual Preschoolers’ Word Learning from Parent- Child Shared Reading of Informational and Narrative Books." In Multilingual Literacy. Multilingual Matters, 2021. http://dx.doi.org/10.21832/9781800410701-011.

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Conference papers on the topic "Parent-child book reading"

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Kim, Aram, Alan Mendelsohn, Suzy Tomopoulos, et al. "Maternal Self-efficacy and Maternal Depressive Symptoms on Parent-child Shared Book Reading." In Selection of Abstracts From NCE 2016. American Academy of Pediatrics, 2018. http://dx.doi.org/10.1542/peds.141.1_meetingabstract.51.

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Li, Liu, and Yang Cenxi. "An Analysis of the Perplexity and Path of Parent-Child Book Reading for Preschool Children in Top Classes." In 2020 5th International Conference on Humanities Science and Society Development (ICHSSD 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200727.098.

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Feng, Yang. "Parent-Child Palm-size Red Linked Picture Books Reading:." In 2021 6th International Conference on Social Sciences and Economic Development (ICSSED 2021). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210407.102.

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Reports on the topic "Parent-child book reading"

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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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Abstract:
In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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