Keely D. Cline|Carolyn Pope Edwards
The Instructional and Emotional Quality of Parent–Child Book Reading and Early Head Start Children's Learning Outcomes
University of Nebraska–Lincoln|University of Nebraska–Lincoln
abstract research findings objective study understand two dimensions parentchild bookreading qualityinstructional emotionalinteract relate learning sample lowincome infants toddlers participants included 81 parents children early head start programs rural midwest correlation multiple regression analyses used test hypothesis parental bookreading qualities interact relate childrens concurrent cognitive language scores exploratory analyses examined patterns relationships varied families different home languages ie english spanish results included bookreading qualities home language interacted predict child scores practice policy findings suggest need explore potentially complex patterns relationships among parental bookreading behaviors child learning diverse families understanding patterns could inform development culturallysensitive intervention approaches designed support highquality shared book reading