As a fundamental skill in one’s life, reading should be one of the main focuses of children's education, which translates to teachers holding a vital role in the development of reading skills. The...Show moreAs a fundamental skill in one’s life, reading should be one of the main focuses of children's education, which translates to teachers holding a vital role in the development of reading skills. The current study examines whether there is a relationship between teachers’ beliefs about reading and their actual reading practices, as well as the moderation effect of potential barriers that may hinder this relationship. Specifically, we explored the relationship between the perceived severity and responsibility of engaging in reading activities from a young age and the actual time spent reading digital books in the classroom. Teachers from schools in the Netherlands (N = 10) responded to a questionnaire that measured their perceived severity, responsibility, and barriers to reading in class, and also provided their log data with the frequency and duration that they were reading digital books in class. We performed separate regression analyses with each variable of perceived severity and responsibility, and the total reading time, as well as a hierarchical regression analysis with our moderator (perceived barriers). However, we were unable to prove any significant relationship or moderation effect among our variables. We concluded that the relationship between teachers’ beliefs and their actual teaching practices is complicated and that it can be influenced by many factors not included in our study, such as time constraints and potential lack of specific teaching qualifications. This, as well as our insufficient sample size, might have impacted our research and resulted in non-significant results. Nevertheless, the current study provides an important starting point for future research regarding this relationship, as well as information for digital book reading; a field with limited available research.Show less
In recent decades, the integration of digital media into early childhood literacy practices has gained prominence. However, research indicates that despite the varied benefits of shared digital...Show moreIn recent decades, the integration of digital media into early childhood literacy practices has gained prominence. However, research indicates that despite the varied benefits of shared digital book reading for parent-child dyads, only a small percentage of families incorporate digital books into their shared reading routines. This narrative review aims to explore the differences in parental beliefs regarding shared reading between print and digital books. We conducted a comprehensive analysis of ten studies published between 2012 and 2023 that examined parental beliefs and shared reading involving these two different book formats. Through our literature analysis, we identified four themes that encapsulate parents' distinct beliefs about shared reading with print and digital books (i.e., functionality, mediating role, cognitive and emotional engagement, norms and preferences). According to the parents in our study, print books are perceived as educational tools supporting language and literacy development, while digital books are viewed primarily as sources of entertainment. Parents play a more active role in mediating shared reading with print books, while digital books are seen as more self-sufficient. Print books foster deep cognitive and emotional engagement, while concerns arise regarding potential distractions and overstimulation with digital books. Overall, parental beliefs and preferences about shared reading are influenced by the societal norms and parents’ past experiences. Understanding these parental beliefs is crucial for educators and storybook developers, as it informs the design of effective and engaging reading experiences for young children in both print and digital formats.Show less
