Exploring the Impact of Father-child Shared-Book Reading Practices on Early Language Development: A Literature Review Department of Education Bachelor's thesis Author(s): Thanaporn Manunpichu 05.02.2025 Rauma The originality of this thesis has been checked in accordance with the University of Turku quality assurance system using the Turnitin Originality Check service. Subject: Bachelor’s thesis Author(s): Thanaporn Manunpichu Title: Exploring the Impact of Father-child Shared-Book Reading Practices on Early Language Development: A Literature Review Supervisor(s): Timo Ruusuvirta Number of pages: 20 pages Date: 05.02.2025 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. Keywords: Father-Child Shared Book Reading, fathers, shared-book reading, father involvement Table of contents 1 Introduction 4 1.1 Emergent literacy 4 1.2 Shared-book reading (SBR) impact on children’s language and literacy development 4 1.3 The role of fathers in shared-book reading 5 2 Theoretical Framework 7 2.1 Proximal Process 7 2.2 Context: Microsystem, Mesosystem, Exosystem and Macrosystem 7 3 Methodology 9 4 Findings 10 4.1 Fathers’ behaviours and unique contributions 10 4.2 Impacts on children 11 5 Discussion 13 6 Implications for future research 15 7 Limitations 16 8 Conclusion 17 References 18 4 1 Introduction Language development in early childhood is the foundation for academic and social success. Early development of children's language abilities is essential since language and literacy skills are significant in children’s daily lives and can have an impact on future academic performance and overall life success (Fawcett, 2003). Numerous studies have shown a strong correlation between early language skills and later school achievements. For example, Lenhart et al. (2021) found that found that shared reading significantly contributes to emergent literacy development. heir study showed that children whose parents introduced reading at an early age demonstrated stronger literacy skills before entering primary school. Additionally, they exhibited improvements in receptive and expressive vocabulary as well as grammatical awareness. (Lenhart et al., 2021). Bus et al. (1995) found that children exposed to regular book reading showed stronger language skills, a larger vocabulary, and better reading performance during later school years. 1.1 Emergent literacy Emergent literacy refers to the set of linguistic skills, knowledge, and attitudes that aid children to read and write later on (Dicataldo et al., 2022). These early skills are essential for children's readiness for school and later academic success, and they are closely tied to early literacy experiences such as shared book reading (Dicataldo et al., 2022). Studies have demonstrated that exposure to books significantly enhances children's vocabulary and comprehension skills, reinforcing the idea that literacy development begins long before formal education starts. (Dicataldo et al., 2022; Lenhart et al., 2021). 1.2 Shared-book reading (SBR) impact on children’s language and literacy development One of the most effective ways to support children’s language development is through shared book reading (SBR) between parents and children. According to Noble et al. (2020), children who are regularly read to tend to learn language faster and have larger vocabularies by the time they enter school. Research conducted in Melbourne, Australia, further supports these findings, showing that starting shared reading early enhances linguistic abilities such as vocabulary, rhyming skills, and verbal comprehension. Notably, the most significant benefits were observed in children whose parents began reading to them before the age of six months (Niklas et al., 5 2016; Farrant & Zubrick 2011). SBR fosters early vocabulary development by introducing children to new words and language patterns in a meaningful context (Farrant & Zubrick, 2011). Through shared reading experiences, children were able to acquire new words by building on their existing knowledge (Farrant & Zubrick, 2011). During shared reading, children’s vocabulary growth helps to enhance their ability to communicate effectively in spoken language (Lefebvre et al., 2011). In terms of literacy development, Cunningham and Stanovich (1997) found that early reading ability not only predicts future reading comprehension and vocabulary skills but also provides long-term cognitive advantages. Their study highlighted that children who acquire reading skills early tend to engage more frequently with print, which fosters a cycle of continued literacy development. A study by Reese (1995) revealed that when mothers and children engage in discussions during shared reading, it strengthens narrative skills and print concept awareness. Furthermore, Lefebvre et al. (2011) found that print awareness, which is the foundation for reading and writing, can be enhanced in the shared booking reading process. It is the process in which children understand the forms and functions of prints, which include letter recognition, book handling and print directionality. Moreover, children were able to recognise and manipulate sounds in words better, which is essential for later reading and spelling (Lefebvre et al., 2011). 1.3 The role of fathers in shared-book reading Many studies have been conducted on the impact and importance of parents reading to children. However, studies which specifically focus on fathers remain sparse. Holme et al. (2021) conducted a comprehensive review of 16,718 records, examining literature related to language use across a variety of activities. Notably, the researchers found that almost 90% of the parents in the literature were mothers, suggesting that the majority of research on parent-child language interactions has primarily focused on mothers (Holme et al., 2021). While some studies argue that mothering and fathering are similar, evidence suggests that fathers may engage in distinct reading behaviours. Fagan et al. (2014) found little empirical support for the idea that fathers and mothers differ significantly in their language interactions. Similarly, Rowe et al. (2004) observed that there are similarities in the amount of talk, linguistic complexity, and vocabulary diversity. 6 However, many studies have also identified meaningful differences between fathers’ and mothers’ approach during shared book readings. Fathers were found to ask more wh-questions and use more requests for clarification, which makes them more challenging conversational partners compared to mothers. This dynamic may stimulate children's cognitive engagement and vocabulary expansion. (Rowe et al., 2004). Duursma (2016) found that fathers tend to use more non-immediate talk, engage children more actively, and introduce a slightly more varied vocabulary, which helps to promote children's language development and encourages them to think beyond the immediate content of the book. Salo et al. (2015) also supported this claim saying that fathers tended to use more vocabulary-building strategies like wh-questions and labels during book reading, which contribute to vocabulary growth These findings suggest that fathers bring unique contributions to shared book reading, yet more research is needed to fully understand the distinct role they play in promoting children's language development. Despite the growing recognition of fathers' unique contributions, research on father-child shared reading remains limited as most research primarily focuses on mother-child interactions. This literature review aims to address this gap by investigating two key research questions: 1. How does the reading style of fathers differ from that of mothers in shared book reading? 2. How do these differences in reading styles influence children's early language development? By synthesising existing research on father-child shared book reading practices, this study seeks to examine how fathers contribute to early literacy development, identify key findings and identify areas for future research. 7 2 Theoretical Framework This research uses Bronfenbrenner’s bioecological model to explore how shared book reading between fathers and children contributes to early language development. The basis of this model was found in Bronfenbrenner's 1979 ecological model, which emphasised the importance of environmental influences on human development, arguing that individuals do not grow in isolation but through continuous interactions with their surroundings (Perry & Dockett, 2018). Later, Bronfenbrenner modified this model into the bioecological version which emphasises biological and experiential influences. This version consists of four main elements: person, proximal process, context, and time (PPCT) (Bronfenbrenner & Morris, 2006). However, for this literature review, the study focuses only on the proximal process and the context. 2.1 Proximal Process In the bioecological model, proximal processes play a fundamental role in shaping human development. These processes involve progressively complex, reciprocal interactions between individuals and their immediate environment, including people, objects, and symbols (Bronfenbrenner & Morris, 2006). Shared-book reading is a key proximal process in the microsystem that supports children’s language development by strengthening their grammar, vocabulary, and comprehension skills. This activity facilitates learning through interactions between children and caregivers (Grolig, 2020). Proximal processes serve as mechanisms through which individuals connect with their environment and build essential skills (Bronfenbrenner & Morris, 2006). Grolig (2020) posited that shared reading fosters oral language skills that are foundational for later literacy including reading comprehension and storytelling. According to Bronfenbrenner, interactions with caregivers and symbolic tools significantly play a significant role in shaping cognitive and linguistic growth. 2.2 Context: Microsystem, Mesosystem, Exosystem and Macrosystem The microsystem involves the immediate environment, such as the home, where proximal processes occur. Shared-book reading between fathers and children is one example of this, as it helps children develop skills like questioning, joint attention, and responding to feedback (Grolig, 2020). 8 Beyond the microsystem, the mesosystem connects between different environments such as home and school. Language acquisition improves when children receive consistent support (Grolig, 2020). For instance, children experience stronger language growth when both parents and teachers reinforce similar reading strategies. The exosystem includes external factors that indirectly influence the child, such as a parent’s workplace or rarental socioeconomic status (SES). Research suggests that higher SES families tend to have greater access to books, educational resources, and time for shared reading, whereas families with lower SES may face barriers that limit these opportunities (Farrant & Zubrick, 2011).. At the broadest level, the macrosystem consists of cultural values, societal norms, and educational policies that shape reading practices. When societal expectations and educational standards stress the importance of shared reading, parents are motivated to make it a priority to support early language development (Perry & Dockett, 2018). 9 3 Methodology This literature review examined empirical studies on the impact of father-child shared book reading on early language development. To gather relevant research, searches were conducted in databases such as Google Scholar, ERIC, JSTOR, and the University of Turku Library's academic resources. Search terms included “father-child shared book reading”, and “parent- child literacy interactions.” Only peer-reviewed studies published in English are included in this study. To determine study eligibility, this study focuses on father-child shared book reading and its impact on children aged 0–6. Exclusion criteria were implemented to narrow the focus. Studies were excluded if they concentrated solely on mothers or broadly addressed parent-child reading without specifically mentioning fathers. Research involving children over 6 or non-empirical works, such as reviews, editorials, or opinion pieces, was also omitted. Furthermore, articles not written in English were excluded from the review. The screening and selection process followed three steps. First, the titles and abstracts of the identified articles were reviewed to eliminate irrelevant studies. Next, full-text articles were evaluated based on the inclusion and exclusion criteria to confirm their suitability for the review. Finally, the findings from each study were systematically extracted and organised for analysis. 10 4 Findings Many studies examine both fathers' behaviours and unique contributions during shared-book reading sessions with children and the fathers’ impacts on children. This review is divided into two sections, focusing first on fathers' distinctive reading styles and then on their effects on children's language development. 4.1 Fathers’ behaviours and unique contributions Regarding fathers’ contribution to language input and vocabulary, Duursma (2016) found that fathers use more complex vocabulary and non-immediate talk during shared book reading sessions, which challenges children to think beyond the text. In a longitudinal study, Pancsofar and Vernon-Feagans (2010) assessed father-child interactions when the children were 6 and 24 months old and evaluated their language development at 36 months. Their findings revealed that children exposed to a richer vocabulary from their fathers demonstrated more advanced communication skills by 15 months and stronger expressive language abilities by 36 months. Many studies have demonstrated that fathers tend to use more wh-questions compared to mothers, creating opportunities for children to engage in complex language use and cognitive processing (Cabrera et al., 2007; Pancsofar & Vernon-Feagans, 2010; Rowe & Snow, 2020). Fathers’ frequent use of wh-questions encourages children to respond with more complex verbal reasoning, promoting cognitive and linguistic challenges (Rowe et al., 2016). Rowe et al. (2016) emphasise that these types of open-ended questions push children to provide more detailed responses, promoting richer vocabulary development and longer utterances compared to simple yes/no questions. Furthermore, fathers play a unique conversational role by challenging children as conversational partners. This encourage more communicative responsibility (Rowe et al., 2004). Research consistently demonstrates that fathers adapt their interactions to suit different contexts and activities to foster their children’s language and cognitive development (Cabrera et al., 2007; Pancsofar & Vernon-Feagans, 2010; Rowe & Snow, 2020). For instance, during shared- book reading, fathers are more likely to focus on labelling and questioning (Salo et al., 2015). Interestingly, Conica et al. (2023) found that different book genres elicit unique paternal behaviours. For example, text-based books tend to promote the use of advanced vocabulary, while wordless books foster interactive storytelling and greater collaboration between fathers and children (Conica et al., 2023). 11 Fathers play an important role in fostering children’s self-regulation and behaviour through their unique parenting strategies and engagement in literacy interventions. Regulatory strategies, such as commands and prohibitions, have been shown to improve children’s sustained attention and emotion regulation which help children to become ready for school and foster cognitive growth (Malin et al., 2014). Additionally, programs targeting fathers, such as the Father-Specific Support Program (FSSP), demonstrate the effectiveness of engaging fathers in structured literacy interventions. These programs reduce children’s behavioural difficulties, contribute to significant improvements in language skills, and highlight the benefits of the initiatives for both emotional and cognitive development (Chacko et al., 2017). Research has explored how fathers adapt their shared book reading interactions based on their child's gender, revealing differences in conversational strategies and book preferences (Duursma, 2016; Anderson et al., 2001). Duursma (2016) revealed that fathers are more likely to engage in analytical talk with sons, such as asking predictive or inferential questions; In contrast, they tend to use more elaborative talk with daughters, relating the story to personal experiences or emotions. Moreover, fathers tend to provide more guided participation and feedback when reading with daughters, while reading interactions with sons often involve a more straightforward style, focusing on the content of the text (Vandermaas-Peeler et al., 2011). 4.2 Impacts on children Father-child shared book reading (SBR) offers unique developmental benefits for children, including language development, academic achievement, cognitive growth, and self-regulation. Studies have found that fathers used more wh-questions and asked more complex questions than mothers (Rowe et al., 2004, 2016). Rowe et al. (2004) also found that fathers employ challenging conversational strategies, which encourage children to produce longer and more syntactically complex utterances. Using wh-questions combined with these strategies contributes to children’s vocabulary growth and verbal reasoning skills (Rowe et al., 2016). While mothers offer a supportive environment that enhances understanding and engagement, fathers provide a more challenging setting, encouraging children to take a more active role in conversations (Barachetti & Lavelli, 2010). Pancsofar and Vernon-Feagans (2010) revealed that children exposed to diverse vocabulary during infancy demonstrated more advanced communication and expressive language skills. In their longitudinal study, the researchers followed children from infancy and tested their communication skills at 15 months and 12 expressive language development at 36 months and found that fathers’ diverse vocabulary during picture book interactions at six months was significantly linked to better communication and language development outcomes. Though not focusing only on shared reading, Baker (2013) demonstrated that fathers’ engagement in home literacy activities, such as shared book reading, storytelling, and singing songs, significantly predicted preschool reading and math achievement. These activities provided children with essential skills, including phonological awareness and numeracy, laying a foundation for early academic success. Furthermore, fathers’ involvement during shared book reading is critical in fostering children’s cognitive growth. Research has shown that interactions with fathers during reading sessions encourage children to make predictions, interpret story progression, and reason verbally. Fathers’ questioning techniques are closely linked to enhanced cognitive outcomes (Salo et al., 2015; Rowe et al., 2016). Apart from cognitive development, this activity with fathers also promotes joint attention and problem-solving skills, which are foundational for later academic success. By engaging children in these cognitively demanding tasks, fathers help cultivate critical thinking abilities and support the development of skills vital to mastering new learning challenges (Campbell & Schindler, 2022). Fathers’ conversational strategies, diverse vocabulary, and questioning techniques are not the only contributors to children’s development. Fathers’ education level has been shown to significantly shape children’s development in language, literacy, and academic achievement. Baker (2013) found that fathers with higher education levels were more likely to engage in home literacy activities, such as shared book reading and storytelling, which significantly predicted children’s early reading and math success in preschool. Similarly, Pancsofar and Vernon-Feagans (2010) demonstrated that fathers’ education, combined with the diversity of their vocabulary during picture book interactions, was positively associated with children’s communication skills at 15 months and expressive language development at 36 months. Duursma et al. (2008) also observed that fathers with at least a high school education were more likely to engage in frequent book reading, which was linked to improved language outcomes for their children. Additionally, Cabrera et al. (2007) found that fathers’ education predicted language development at 24 and 36 months in children from low-income families. These studies underscore the critical role of fathers’ educational attainment in fostering early developmental outcomes and enriching the home learning environment. 13 5 Discussion This study's findings reveal that fathers’ reading styles differ from mothers’ in several ways. Fathers tend to use more wh-questions, complex vocabulary and non-immediate talk during the shared-reading sessions (Rowe et al., 2016; Duursma, 2016). This style makes it more cognitively demanding for children and encourages children to use deeper reasoning and engage in more language processing. As a result, this leads to contributions in children’s language development, such as an increase in vocabulary repertoire and comprehension skills. The use of wh-questions and non-immediate talk enable children to think beyond the text and attempt to form more complex verbal responses. However, socioeconomic status (SES), parental education, and cultural expectations may influence the frequency and quality of father-child SBR, suggesting that there are other factors which influence literacy activities. Recognising and addressing these factors can help develop interventions and initiatives encouraging more fathers’ involvement in early childhood literacy. Bronfenbrenner’s bioecological framework can be used to explain how various environmental systems interact to impact a child's development (Bronfenbrenner & Morris, 2006). In this research, shared book reading (SBR) between fathers and their children can be seen as a proximal process that directly impacts language growth. However, the frequency and quality of these interactions are influenced by broader contextual elements. Microsystem: The home environment plays a key role in father-child interactions. Fathers who participate actively in shared book reading improve their children’s vocabulary and cognitive abilities (Farrant & Zubrick, 2011). However, as much research suggests, fathers’ involvement is generally less frequent than mothers’, and this could potentially limit its impact. Mesosystem: Children benefit the most when their literacy activities at home are supported within educational environments (Bronfenbrenner, 1979). Fathers should be encouraged to participate in shared reading to provide more literacy support. As children benefit more when homes and schools reinforce similar ideas, school initiatives such as encouraging fathers to read with children and also help enhance the impact of the activity. Exosystem: Socioeconomic status and the father’s working hours were identified as obstacles to regular shared-book reading sessions. Fathers from lower-income backgrounds often have less time and fewer resources for literacy activities, which limits children’s exposure to high- 14 quality reading interactions. Hart & Risley (1995) state that parents’ work environments and financial stability indirectly affect children’s literacy opportunities. Macrosystem: The study found that cultural attitudes toward the role of fathers and literacy influence fathers’ engagement in SBR. In some cultures, reading is viewed as a mother’s role, leading to lower participation from fathers (Cabrera, 2019). This can be connected to Bronfenbrenner’smodel that cultural values and societal norms shape parenting behaviours, which then impact children’s development. 15 6 Implications for future research The results of this research underscore crucial aspects for educators, policymakers, and literacy initiatives to improve shared book reading (SBR) between fathers and children. Issues should be tackled to increase children’s literacy development and create a more supportive environment to foster children’s learning. Schools and literacy programs should actively promote father engagement by increasing father- child reading initiatives, such as organising reading activities, workshops, and events designed for fathers to encourage their participation and stress the importance of their role in early literacy. As financial limitations can restrict low-income families’ access to books, public initiatives to provide free or subsidised reading materials and free access to public library usage can enable all children, regardless of background, to benefit from shared reading experiences at home. Additionally, campaigns to increase public and parents’ awareness can help shift cultural perceptions by emphasising the importance of shared responsibility in fostering children’s language development and highlighting fathers’ unique contribution to children’s literacy development. 16 7 Limitations The current literature review has many limitations. Firstly, the majority of existing studies on shared book reading focus on mothers or parent-child interactions in general and not focusing specifically on fathers with only a few address the unique role of fathers. This limited the number of relevant studies for this review. Secondly, the review only considers peer-reviewed studies published in English, which may exclude valuable research published in other languages. Moreover, this review only focuses on children aged 0–6 and excludes how father- child shared book reading might impact older children’s literacy and language development. 17 8 Conclusion This literature review explored the role of fathers in shared-book reading (SBR) and its impact on children’s early language development. The two key research questions addressed are: How does the reading style of fathers differ from that of mothers in shared book reading? and In what ways do these differences influence children's early language development? The findings indicate that fathers tend to use wh-questions, complex vocabulary and non-immediate talk more than mothers. These differences contribute significantly to children’s vocabulary growth, comprehension and verbal reasoning abilities. However, fathers’ engagement can be influenced by many factors, such as the level of education, socioeconomic status and cultural expectations. Recognising these factors is crucial for developing policies and interventions that encourage greater paternal involvement in early literacy activities. Despite fathers’ unique contributions, research focusing on father-child shared-book reading remains limited as the majority of research does not focus specifically on fathers, and most participants are mothers. Future studies should investigate how fathers’ level of education, socioeconomic status and culture influence their engagement with children. Moreover, more longitudinal studies should be conducted to investigate the long-term effect on children’s language development. In addition, more studies should be carried out in more countries to examine how father’s reading styles and contributions to children’s linguistic development differ globally. 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