Parent-Child Interactions in Book Reading and Narrative Skill for Prekindergarteners: Exploring “During” vs. “After” Book Reading Interactions
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We investigated how parent-child interactions during and after book reading are related to narrative skills among prekindergarten-aged children. We addressed this question by using a nationally representative sample in the U.S., the Early Childhood Longitudinal Study - Birth Cohort (ECLS-B; unweighted N ≈ 550; weighted N = 2,766,947), and by employing a latent variable approach. The results showed that parents employed a variety of interactional behaviors such as asking open-ended and closed-ended questions and directing the child to pictures during reading. In comparison, only a limited number of parents engaged in interactions after book reading. The results of structural equation modeling showed that interaction after, but not during, reading was uniquely related to the child’s retell skill after the child’s communicative oral language skill and family socio-economic status were controlled. These results suggest that interactions after book reading such as summarizing the book might be beneficial for the child’s story retell.
Abstract
We investigated how parent-child interactions during and after book reading are related to narrative skills among prekindergarten-aged children. We addressed this question by using a nationally representative sample in the U.S., the Early Childhood Longitudinal Study - Birth Cohort (ECLS-B; unweighted N ≈ 550; weighted N = 2,766,947), and by employing a latent variable approach. The results showed that parents employed a variety of interactional behaviors such as asking open-ended and closed-ended questions and directing the child to pictures during reading. In comparison, only a limited number of parents engaged in interactions after book reading. The results of structural equation modeling showed that interaction after, but not during, reading was uniquely related to the child’s retell skill after the child’s communicative oral language skill and family socio-economic status were controlled. These results suggest that interactions after book reading such as summarizing the book might be beneficial for the child’s story retell.
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