Department of Psychology and Human Development.
Division of Counseling and Psychology in Education.
J Fam Psychol. 2022 Sep;36(6):1010-1020. doi: 10.1037/fam0000932. Epub 2021 Nov 4.
American parents describe bonding with their child as a primary reason for engaging in shared picture book reading. One prominent reading intervention (dialogic reading) reliably increases language outcomes, but until recently, has not been evaluated for how well it promotes warm parent-child interactions. In this study, a digital application designed to promote parent-child conversation by modeling dialogic questioning also increased mutuality, positivity, and on-task behaviors. Three- and 4-year-old American children ( = 73) and their parents were randomly assigned to read 10 times at home either: (a) an eBook with a character who modeled dialogic questioning (experimental); (b) a version of the same eBook without modeling (control); or (c) to choose between versions for each reading (choice). An adaption of the PARCHISY coding scheme was used to evaluate parent, child, and dyadic behaviors during in-lab readings at the beginning and end of the 2-week home reading period. At the final visit, experimental group families showed significant growth in mutuality (i.e., responsiveness, reciprocity, and cooperation), on-task behaviors, and parent and child positivity, and displayed more of these behaviors than families not exposed to modeling. Some increases in mutuality and positivity also emerged in families in the choice condition, but fewer than in families who only read the eBook with modeling. Parents and children exhibited no significant changes in negativity in any condition. This study suggests that carefully designed digital technology has the potential to foster positive shared reading interactions between parents and young children. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
美国父母将与孩子建立联系描述为参与共享图画书阅读的主要原因。一种突出的阅读干预（对话式阅读）可靠地提高了语言能力，但直到最近，它在促进温暖的亲子互动方面的效果如何还没有得到评估。在这项研究中，一种旨在通过模拟对话式提问来促进亲子对话的数字应用程序也增加了相互性、积极性和任务参与度。3 岁和 4 岁的美国儿童（n=73）及其父母被随机分配在家中阅读 10 次，阅读材料分别为：（a）带有角色的电子书，该角色模拟了对话式提问（实验组）；（b）同一电子书的无模型版本（对照组）；或（c）为每次阅读在两个版本之间选择（选择组）。采用 PARCHISY 编码方案的改编版来评估亲子阅读期间父母、孩子和亲子双方的行为，在为期两周的家庭阅读期开始和结束时在实验室进行阅读。在最后一次访问中，实验组家庭在相互性（即响应性、互惠性和合作性）、任务参与度以及父母和孩子的积极性方面表现出显著的增长，并且表现出的这些行为比未接触到模型的家庭更多。选择组家庭也在相互性和积极性方面出现了一些增长，但比只阅读有模型的电子书的家庭增长得少。在任何条件下，父母和孩子的消极性都没有显著变化。这项研究表明，精心设计的数字技术有可能促进父母和幼儿之间积极的共享阅读互动。
