Interactive shared reading as a protective factor in children with language delay: beyond screen exposure

This study examined interactive shared reading and screen use in the home literacy environment of children with language delay (LD) and typical language development (TLD). Parents of 62 children aged 3-6 years (32 LD, 30 TLD) completed a 47-item questionnaire, assessing demographic characteristics, daily screen exposure, and parent-child shared reading behaviours using the Child-Parent Shared Reading Activities Scale (C-PSRAS). Data were analysed using independent-samples t-tests, chi-square tests, and one-way and two-way ANOVAs. Parents of children with TLD reported significantly higher levels of interactive shared reading than parents of children with LD. Higher parental educational attainment was associated with greater shared reading engagement. Daily screen exposure did not differ significantly between groups; however, more than half of children with LD were exposed to screens for three or more hours daily. Interactive shared reading may represent an important component of early literacy environments, particularly for children with language delay.