Shared book reading is an interactive activity in which an adult uses prompts and feedback to allow a child to become an active storyteller. It relies heavily on pictures and supports parents praising and encouraging their children. Shared book reading nurtures father-child interactions, but also facilitates early education programs designed to develop school readiness.
As Chacko noted, "Rather than a goal of increasing father involvement, which implies a deficit approach, a program that uses shared book reading targets a specific parenting skill set and represents a valued activity for parents and children."
Study Structure
In the study, 126 low-income fathers and their preschool-aged children were recruited across three Head Start centers in New York City. The families, mostly Spanish speakers, were randomly assigned to either participate in the program or were put on a waitlist which acted as the control condition.
The short-term intervention comprised eight weekly sessions each lasting 90 minutes. During these sessions, fathers watched videos showing other fathers reading with their children but with exaggerated errors. This was followed by group discussions where fathers identified better approaches to these interactions. Fathers were then encouraged to practice the strategies they discussed at home with their children during shared book reading.
Study Objectives
The program sought to improve parenting behaviors by establishing structured routines, encouraging one-on-one time with the child, promoting good behavior via attention and incentives, reducing attention-seeking behavior through a combination of distraction and ignoring it, and limiting the use of time-outs.
The study evaluated the effects of the program on parenting skills, child behavior skills and language, and outcomes for fathers, including stress and depression. These factors were measured before and immediately after participation in the program. The observations included observations by the researchers, standardized language assessments, and reporting by the fathers. Attendance data was also collected as a measure of engagement.
Study Outcomes
The researchers found that child behaviors, parenting behaviors, and language development improved significantly amongst participating children relative to those on the wait-list.
Fathers reported improved approaches to discipline and promotion of their children's psychological growth. This was validated by the researchers' observations of fathers using positive parenting behaviors such as praise and affection and subsequently making fewer critical statements to their children. The researchers also measured a moderate effect on language outcomes among the children. Overall, the data suggested a 30 percent improvement in parenting and school readiness outcomes.
Critically, the study recorded a 79 percent average attendance rate for the weekly sessions, far ahead of previous father-centric parenting studies.
"Unlike other parenting programs, fathers in this program were not recruited to work on parenting or reduce child behavior problems, but to learn -- with other fathers -- skills to support their children's school readiness, which may remove stigma and support openness among fathers in supporting their children," Chacko said. "The findings are particularly noteworthy given the study's population of low-income, Spanish-speaking, immigrant fathers."
Conclusions & Observations
Based on the study, the researchers agreed interventions should be tailored to the preferences of communities and parents as shared book reading may not be the best approach for all fathers and children.
As Chacko observed, "Ultimately, we believe that developing a program that is both focused on the parent and child, and one that is not deficit-driven or focused on improving problematic parenting but is focusing on skill development, would be appealing and engaging for fathers."