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Parents reading with their 10-month-old babies: key predictors for high-quality reading styles

Kucirkova, N; Dale, PS; Sylva, K; (2018) Parents reading with their 10-month-old babies: key predictors for high-quality reading styles. Early Child Development and Care , 188 (2) pp. 195-207. 10.1080/03004430.2016.1211117. Green open access

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Abstract

Sixty-five parent–infant dyads were observed reading an unfamiliar book at home. Parents’ use of language-stimulating and emotionally rich reading styles was measured via a specially developed Book Sharing Scale for Infants. Aspects of child temperament were assessed by the Infant Characteristics Questionnaire [Bates, J. E., Freeland, C. A. B., & Lounsbury, M. L. (1979). Measurement of infant difficultness. Child Development, 50(3), 794–803], and parents responsivity was measured by the Caregiver Interaction Scale [Arnett, J. (1989). Caregiver interaction scale. Princeton, NJ: Educational Testing Service]. Parents’ socio-economic status and education, parents’ impression of their child being unsociable and the warmth of the caregiver’s interaction were positively predictive of the quality of the reading interaction. This suggests that the extent to which parents employ high-quality reading styles with their 10-month-old babies, depends on socio-demographic variables, children’s ability to communicate with their parents, and the overall affective quality of their relationship.

Type: Article
Title: Parents reading with their 10-month-old babies: key predictors for high-quality reading styles
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/03004430.2016.1211117
Publisher version: http://dx.doi.org/10.1080/03004430.2016.1211117
Language: English
Additional information: This is an Accepted Manuscript of an article published by Taylor & Francis in Early Child Development and Care on 28 July 2016, available online: http://www.tandfonline.com/10.1080/03004430.2016.1211117.
Keywords: Shared book reading, infant characteristics, parents’ reading styles, parent–child interaction
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/1536742
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