Predicting Language Development in Children At Risk: The Effects of Quality and Frequency of Caregiver Reading

Reading to children has been advocated as a way to enhance language and literacy skills (A. G. Bus, M. H. van IJzendoorn, & A. D. Pellegrini, 1995 Bus, A. G. and van IJzendoorn, M. H. 1995. Mothers reading to their 3-year-olds: The role of mother-child attachment security in becoming literate.. Reading Research Quarterly, 30: 998–1015. [Crossref], [Web of Science ®] , [Google Scholar]). However, little is known about reading with children under age 3 (K. L. Fletcher & E. Reese, 2005 Fletcher, K. L. and Reese, E. 2005. Picture book reading with young children: A conceptual framework.. Developmental Review, 25: 64–103. [Crossref], [Web of Science ®] , [Google Scholar]), particularly in at-risk samples (A. van Kleeck, 2003 Bus, A. G. 2003. “Social-emotional requisites for learning to read.”. In On reading books to children: Parents and teachers, Edited by: van Kleeck, A., Stahl, S. A. and Bauer, E. B. 3–15. Mahwah, NJ: Erlbaum.. [Google Scholar]). In the current study of 87 primary caregivers and their 24-month-old children enrolled in an early intervention program, we tested a theoretical model of the relations among 24-month-old children's language, caregivers' reported frequency of reading with children, and caregivers' reading strategies on children's language and attention using path models. Path models indicated that caregivers' use of expansions and questions with their 24-month-old children during reading was related to children's expressive language at 30 months. Caregivers' use of labeling, expansions, and questions was related to 24-month-old children's attention during reading. Although children's language skills at 24 months were associated with the reported frequency of caregiver reading in the home, only caregivers' use of questions had a relationship with frequency of reading. Reading practices that promote language development and engagement during reading observed in this at- risk sample have implications for reading intervention efforts with young children.