Browsing by Author "Raumanni, Emilia"

Aims. Parents are most important communication partners for young child, and language, learning and memory skills develop via everyday parent-child interaction. Shared book reading is an interactive moment that fosters parents to use richer and more diverse language than they would otherwise be using in everyday life. Previous research on shared reading has focused particular on the association between reading and children’s language development and vocabulary. However, there are indications that shared reading could also support the development of a child’s later learning skills and memory. The aim of this study was to examine how shared reading (2;7–4;2 years) is connected to the language skills, learning skills and memory functions assessed by the parent of a five-year-old child. In addition, it is explored how shared reading (2;7–4;2 years) manages to explain the child's skills at the age of five, when the background factors are controlled. Methods. The study sample consisted of 70 typically developed Finnish-speaking children. The study sample is part of the LEINIKKI-study. Data on the amount of parents’ reading to a child was collected on a parent-report form. Children’s receptive and expressive language skills at the age 2,7-4,2 years were assessed with the Reynell Developmental Language Scales III. The children's skills at the age of five were assessed using the following sections from the The Five to Fifteen -parent-report questionnaire: Language, Learning, and Memory. The connection between the shared reading and the Language, Learning, and Memory skills at the age of five was analyzed with Spearman correlation, Mann-Whitney U-test, and linear regression analysis. Results and conclusions. Children, whose both parents red books often, had significantly better scores in all three skill areas (Language, Learning and Memory). Regression analysis showed that the more parents red to their 2.7 to 4.2 aged children the higher scores in Learning-section children had at the age of five. However, parents’ active reading to their child may enhance the development of the child’s later learning skills and potentially support children’s language skills and memory. The results of the study can be used to encourage parents to read to their children. Future studies should use larger sample size to confirm the longitudinal association of shared reading and later language, learning, and memory skills.