An exploration of the relationship between parents' literacy beliefs and their literacy supporting behaviors during shared book reading with their children with intellectual and developmental disabilities

Early literacy development is a critical precursor to long-term academic and life success, yet children with intellectual and developmental disabilities (IDD) often face significant gaps in literacy opportunities. This study investigated the relationship between parental literacy beliefs and the shared book reading (SBR) behaviors of parents of children with IDD aged 3–5 in Pennsylvania. Utilizing a researcher-developed survey derived from the Q-HELP questionnaire, the study explored how parents’ expectations for their child's future and their perceptions of their child's current competencies influence home literacy interactions. Results from a regression analysis indicated that parents’ beliefs about their child’s literacy skills at kindergarten entry significantly predicted their engagement in evidence-based reading behaviors, such as print referencing, dialogic questioning, and providing adequate pause time. These findings highlight the impact of a "presumption of competence" on the quality of the home literacy environment. The study concludes that interventions should focus not only on teaching reading strategies but also on shifting parental beliefs toward higher expectations to improve literacy outcomes for children with IDD.