Exploring the Impact of Father-child Shared-Book Reading Practices on Early Language Development: A Literature Review

Abstract

Shared-book reading (SBR) plays an essential role in early childhood language development. However, most of the research focused on mother-child interactions. This literature examines how fathers’ reading styles differ from that of mothers during shared book reading sessions and how these differences in reading styles influence children's early language development. The synthesising findings reveal that fathers tend to use more wh-questions, non-immediate talk, and complex vocabulary, contributing to children's cognitive engagement and linguistic development. Nevertheless, factors such as fathers’ level of education, socioeconomic status, and cultural expectations significantly influence their involvement in shared reading activities. Promoting father-focused literacy initiatives and interventions can help foster a more supportive learning environment, leading to children’s literacy development.