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Any project we start, from a 60-second TV spot to developing a “train the trainer” workshop guide, starts with the development of a research paper. You can download PDFs of our research summaries here. We also have occasional updates “From the Research Corner” to explore common questions we hear from parents. These articles are written with parents in mind. Subscribe to our free newsletters and we’ll let you know when we have new research papers and articles “From the Research Corner.”
From the Research Corner
Parent-Child Shared Book Reading: Quality versus Quantity of Reading Interactions between Parents and Young Children  Danielle Z. Kasssow, Ph.D. The home literacy environment has an important role in young children’s emerging literacy and social-emotional development. An emphasis has been placed on storybook reading at home. However, it has been unclear how often (quantity) storybook reading should occur or how parents should interact (quality) with their young child while reading together. Results revealed the importance and role that both characteristics (quantity and quality) play in young children’s (emerging) literacy development and the parent-child relationship. Oral Storytelling within the Context of the Parent-Child Relationship Patricia A. Cutspec, Ph.D. This research summary focuses on the practice of oral storytelling, which has been shown to enhance emergent literacy and language development in young children. A thorough review of the literature revealed the need for parents and other adult caregivers to gain awareness of multi-faceted approaches to emergent literacy. Specifically, it is important to grasp that a love for literacy develops through experiences with adult caregivers. In fact, oral storytelling appears to be just as important as reading to children when discussing potential keys to emergent literacy. Oral storytelling is a contributor to emergent literacy and assists children in becoming motivated to approach literacy. Environmental Print Awareness in Young Children Danielle Z. Kassow, Ph.D. Print is omnipresent in literate societies. Young children begin taking notice of and interacting with print in their environment, and are able to identify or “read” the familiar print seen around them beginning at an early age. Questions pertaining to whether or not children are actually reading when they “read” environmental print were the focus of this research summary. Based on the seminal research included in this summary, results indicated that when children “read” environmental print they are actually “reading” or recognizing the cues around the print rather than the print itself. Further, research has not yet been able to establish a relationship between environmental print awareness and later literacy skills. The value of recognizing environmental print is that children are beginning to understand that print means something and they are attempting to make sense of the world around them. Implications for parents and other caregivers are discussed.
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