The Parent-Child Relationship during Beginning Reading

This article addresses the affective quality of the parent-child relationship during shared book reading with kindergarten and first-grade children. Research has emphasized the frequency, rather than quality, of parent-child reading with beginning readers. However, frequent shared reading may not be beneficial if parents are hostile and critical as their child struggles to read. Thirty-two parent-child dyads were videotaped reading to each other. Interaction was coded for several affective dimensions: praise, hostility, criticism, support, positive affect, emotional spontaneity, physical proximity, and affection. manova analyses indicated that there was a significant difference in the affective quality of the parent-child relationship related to both the child's attitude toward readingand the child's reading fluency. Dyads who were affectionate during shared reading had children who were less frustrated with and more engaged in reading and who read more words per minute earlier, than less affectionate dyads. Educators may need to help parents make joint reading a pleasurable experience rather than just encouraging them to engage in more frequent joint book reading.