Christi Bergin
The Parent-Child Relationship during Beginning Reading
University of Toledo
article addresses affective quality parentchild relationship shared book reading kindergarten firstgrade children research emphasized frequency rather quality parentchild reading beginning readers however frequent shared reading may beneficial parents hostile critical child struggles read thirtytwo parentchild dyads videotaped reading interaction coded several affective dimensions praise hostility criticism support positive affect emotional spontaneity physical proximity affection manova analyses indicated significant difference affective quality parentchild relationship related childs attitude toward readingand childs reading fluency dyads affectionate shared reading children less frustrated engaged reading read words per minute earlier less affectionate dyads educators may need help parents make joint reading pleasurable experience rather encouraging engage frequent joint book reading