Joint book reading, library visits and letter teaching in families: relations to parent education and children’s reading behavior

In line with the Matthew-effect in reading, reading comprehension and leisure time reading tend to be reciprocally related. Whereas prior research invested much efforts in the identification and description of variables explaining individual differences in reading comprehension, less efforts were sp...

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Bibliographic Details
Published in:Reading & writing 2023-12, Vol.36 (10), p.2627-2647
Main Authors: Pfost, Maximilian, Heyne, Nora
Format: Article
Language:English
Subjects:
Alphabets
Child Behavior
Early literacy
Education
Educational Attainment
Elementary school students
Families & family life
Grade 4
Individual differences
Language and Literature
Leisure
Libraries
Linguistics
Literacy
Neurology
Parent Background
Parent Child Relationship
Parent Role
Parent-child relations
Prediction
Preschool Children
Preschool education
Psycholinguistics
Public Libraries
Reading Aloud to Others
Reading Comprehension
Recreational Reading
Shared reading
Social Sciences
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Summary:In line with the Matthew-effect in reading, reading comprehension and leisure time reading tend to be reciprocally related. Whereas prior research invested much efforts in the identification and description of variables explaining individual differences in reading comprehension, less efforts were spend on the exploration of variables important for the development of leisure time reading. This study focuses on family literacy activities in preschool age – joint book reading, joint library visits, and the teaching of letters – and how these relate to the children’ s later leisure time reading and reading comprehension. Furthermore, the role of parents’ education is considered. Empirical findings are based on a sample of N  = 1.242 children from the National Education Panel Study (NEPS). Joint book reading and joint library visits in families, both aspects of informal literacy activities, predicted leisure time reading of children in Grade 4, which was related to their reading comprehension. In addition, disparities with regard to parents’ education were found. The results are discussed against the background of ways to promote children’s leisure time reading and practical implications are derived.
ISSN:0922-4777
1573-0905
DOI:10.1007/s11145-022-10389-w