This systematic review highlights trends in parent-child reading behaviors in Chinese and English contexts, suggesting cultural influences on literacy.
Key Points
This research aims to identify and compare themes in parent-child shared reading behaviors in Chinese and English studies from 2005 to 2024.
Conducted a systematic review of literature from China National Knowledge Infrastructure and Web of Science.
Analyzed trends in research themes regarding family literacy and child development.
Examined parental guidance strategies and the role of fathers in different cultural contexts.
Chinese research emphasizes family reading, collaboration with kindergartens, and father involvement.
English studies focus on language development, early literacy skills, and the role of mothers.
Both cultures demonstrate that reading interactions transmit cultural values and affect children's development.