LANGUAGE-SPECIFIC LINKS BETWEEN BILINGUAL PARENT-SHARED BOOK READING AND CHILDREN’S EMERGENT LITERACY

Abstract

Parent-child book reading presents benefits to the development of monolingual children’s language ability, but the effect on bi/multilingual children is still undetermined. The positive connection between the frequency of parent-shared book reading and expressive vocabulary that children could express or use for Spanish-English language using children (age from 4-5) has been shown, while other research failed to get the same result in other bilingual children. Ye & Stephanie (2022) investigated the relationship between parent-child reading and children’s literacy achievement with a huge number of samples of bilingual families, participants of children aged from 2-6 years old. They determined that parent-child reading could mediate the relationship between children’s literacy learning and socioeconomic status. However, they didn’t know the languages used by parents during shared book reading practices, although the information about languages spoken by parents at home was available in the table showed in this study. So, in this study, I will consider collecting this information to gain a better understanding of language-specific links between bilingual parent shared book reading and children’s emergent literacy.