Association of Parent–Child Shared Reading with Psychosocial Problems Among Preschoolers
Journal
Early Education and Development
Journal Volume
37
Journal Issue
2
Start Page
472-491
ISSN
1040-9289
1556-6935
Date Issued
2025-10-07
Author(s)
Wu, Hsin-Yi
Abstract
Studies have demonstrated the positive effects of shared reading (SR), but few have explored associations of SR with psychosocial development, and most have neglected the effects of father’s SR. This study examined the associations of age at dialogic parent – child SR initiation with psychosocial problems among preschoolers, explored the potential moderating role of marital conflicts in this association, and determined the distinct contributions of mother- and father-led SR to psychosocial development. In total, 1,038 parents of 3–5-year-old preschoolers were included. Research Findings: The results showed that children initiating SR after 3 years of age had higher risks of psychosocial problems; dialogic SR was negatively associated with psychosocial problems. The risk of psychosocial problems among children initiating SR at 2–3 years increased with the frequency of marital conflicts. A later initiation of mother – child SR was associated with increased risks of psychosocial problems in a subsample of mother – father pairs; a higher father – child SR frequency was associated with reduced risks of psychosocial problems. Practice or Policy: Our findings suggest that parents should initiate SR as early as possible – particularly in families with frequent marital conflicts – and employ dialogic SR strategies to enhance children’s psychosocial development.
Publisher
Informa UK Limited
Type
journal article