Child Care and Early Education Research Connections

Skip to main content

Instructional and Emotional Quality of Parent-Child Book Reading and Early Head Start Children's Learning Outcomes

Share
Description:
The University of Nebraska-Lincoln will address the need to better understand how early literacy practices relate to young children's learning by examining how the instructional and emotional qualities of parent-child book reading interactions relate to Early Head Start (EHS) children's cognitive and language learning. The specific aims of the study are: (a) to examine the concurrent relation between instructional and emotional quality of book reading, and child cognitive and language scores, at baseline, and to examine if instructional and emotional quality of book-reading interact as they relate to child cognitive and language scores, at baseline; (b) to examine if parents participating in EHS demonstrate changes in emotional and instructional quality of book reading over an 8-month period; and (c) to examine how initial instructional and emotional quality of book reading (at baseline) and changes in instructional and emotional quality of book reading (after 8 months of participation in EHS) relate to changes in children's cognitive and language outcomes. The study will utilize child assessment data and videotaped parent-child interactions collected from a sub-sample of a larger study. Results are expected to help inform EHS practitioners as they design and implement strategies targeted at helping parents support their children's learning through high quality book reading interactions.
Resource Type:
Administration for Children and Families/OPRE Projects
Principal Investigator(s):
Research Scholar(s):
Grantee(s)/Contrator(s):

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection.

The instructional and emotional quality of parent-child book reading and Early Head Start children's learning outcomes

The instructional and emotional quality of parent-child book reading and Early Head Start children's learning outcomes

Parent-child book-reading styles, emotional quality, and changes in Early Head Start children's cognitive scores

Release: 'v1.16.1' | Built: 2022-09-26 15:52:06 EDT