It's story time! Can you keep up?: an examination of shared-reading and its influence on a child's language and reading development
Abstract
The goal of this research was to examine the effects of shared-reading on the language and reading development of children, who are of the preschool age. Participants were recruited through The College of Wooster Nursery School. The participants included the children and their parents. The parents were given two surveys to be filled out by each caregiver: One, on his or her demographics, and a second one called, The Parent Reading Belief Inventory. The children were tested with the Pre-Literacy Skills Screening and the Test of Preschool Early Literacy. The results partially supported the hypotheses for parental education and print knowledge, amount of interaction and print knowledge, and parental beliefs with the children's literacy scores.