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Access Type

WSU Access

Date of Award

January 2011

Degree Type


Degree Name




First Advisor

Ann M. Stacks


This study examined the relation between parenting and shared reading quality. Participants included 28 infants (M = 24.66 mos, SD = 8.41mos) and their parents. Measures included observations of parenting and shared reading quality, assessments of child cognitive and language development, and home reading practices. Higher quality parenting was found to be significantly, positively correlated with higher quality shared reading interactions. Of the specific domains of parenting behaviors assessed, teaching behaviors demonstrated the strongest relationship with shared reading quality. Parental self-reports of reading frequency was not correlated with observed shared-reading quality. Shared-reading quality was predictive of children's receptive language outcomes; the addition of shared-reading frequency did not improve prediction. The potential importance of specific parenting practices and high quality parent-child shared reading interactions in facilitating children's language development is discussed.

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