Child Behavior

In an article pertaining to shared parent-child book reading, investigators examined over hundred eight month old infants and their parents to determine if the parents began to read to their infants. The investigators tested various factors such as an infant’s temperament, gender and other attributes along with the parent’s level of education, socioeconomic status, income, etc. Investigators predicted that certain parental behaviors would account for infant’s early reading and language development. They predicted parents that weren’t as educated would be less likely to read to their infants. There was a prediction between gender differences and reading. The last prediction was that mothers that read to their infants would have encouragement and sensitivity behaviors whereas mothers that did not read to their infants would not have those behaviors. Many of these predictions were proven to have a significant relationship. A major finding from the research conducted in this study is that language development is strengthen through early shared reading, along with superior emergent literacy skills, and overall academic accomplishment (Karrass, 2003).

A study that examined interactive book reading with parents of at risk families consisted mainly of training parents in interactive book reading. The investigators speculated whether this training will result in a higher amount and more effective reading between parents and theirs children. They also questioned if certain children’s vocabulary will increase through interactive book reading with there parents. The final speculation was whether or not parents would find the training in interactive book reading successful and adequate. After testing six families from low socioeconomic statuses, the study proves that parents and child communication from book reading did improve, along with the IQ’s of several children. Most parents also found the training to be sufficient; proving the importance of this study in terms of