Abstract
ABSTRACTA Critical Discourse Analysis was used to examine the parents’ social practice during shared storybook reading with young children (birth to eight-years-old). The methodology involved two phases: (1) educational databases were searched and (2) a template was developed and used to code the programmes' components and studies' research design. Analysis of the articles which met the selection criteria generated trends in the research questions, theories used, and types of interactions that gained their attention. This analysis describes how studies examined the parents’ social practices in shared storybook reading. The results indicated that parents used several approaches in shared storybook reading such as using their personal teaching behaviours and engaging in high quality literacy interactions. High reliability estimates were found for these categories, which ranged from 65% to 100%. Results indicate that shared storybook reading promotes the children’s language growth, emergent literacy, and reading achievement. The study also provides research recommendations.
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