Publication Date
Spring 2002
School
School of Behavioral Sciences
Major
Psychology
Recommended Citation
Lacy, Michal Tamara, "The Relationship Between Joint Book Reading During the Preschool Years and Later Academic Achievement Along with Age at Reading Independently in Children" (2002). Senior Honors Theses. 773.
https://digitalcommons.liberty.edu/honors/773
Abstract
This study focused on the relationship between joint book reading of parents with their pre-school children and children's later academic achievement along with age at reading independently. Despite conflicting theories of reading acquisition, it is widely known that children learn to read early in elementary school, a skill that is vital to school success. School readiness, including the ability to acquire reading skills, depends in part on quality and frequency of parent-child literacy activities prior to kindergarten. The numerous benefits of parent-child storybook reading interactions (also called joint book reading) have been consistently documented. The purpose of this study was to further examine the efficacy of joint book reading as an effective pre-school intervention strategy for the promotion of children's literacy development and later school performance.
