JCPSLP Vol 21 No 2 2019 DIGITAL Edition

Data analysis Data were analysed using SPSS 21. Parents’ perceptions towards ESR were analysed through both quantitative and qualitative methods. Quantitative methods included specific questions regarding the age ESR commenced (see question 1 of questionnaire), parent interest in ESR compared to other activities (see question 6), and perceived child interest in ESR compared to other activities (see question 7). Qualitative methods were used to analyse open-ended questions regarding parents’ enjoyment of ESR (see question 2) and difficulties parents experienced with ESR (see question 8). Quantitative methods were used to analyse home reading practices. This included analysis of Likert scale questions on daily reading (see question 9), library/bookstore attendance (see question 12), and number of children’s books within the family home (see question 13) as well as an analysis of a booklist (see question 18) and a question regarding seating environment (see question 19). Results Parents’ perceptions towards early storybook reading (ESR) As shown on table 3, five of the 12 parents reported that it was important to read with their baby from birth, six considered ESR important from 3 to- 6 months of age, and one parent indicated that ESR was important to commence from 1 to 2 years of age. Eleven parents reported reading with their children. One mother reported that she had not commenced ESR with her child. ESR was considered a favourite or enjoyed activity by five parents, three of whom also reported that ESR appeared to be a favourite or enjoyed activity for their children. One mother reported that she felt neutral towards ESR; however, she felt that her child enjoyed the activity. When asked using an open response question what the parents enjoyed about ESR, 10 responded that they valued the interaction and bonding opportunity that ESR provided (“The bonding and interaction”; “The one on

one time and the interaction”, “Quality time together”). Three parents also reported that they enjoyed knowing that ESR fostered learning and development (“Interaction, learning, teaching, family time”; “Got more knowledge, more talk”; “I think it develops their imagination... I think it is good for their development overall”). Parents were also asked, using an open response question, what they found difficult about ESR. Seven parents responded. Four of these responses were related to maintaining the child’s interest (“Sometimes when really young engaging their interest for a whole book”; “Attention, very active child”; “Can’t spend too long on each page due to baby’s short attention span”). The remaining responses were related to time constraints and difficulties with children tearing the pages in the book (“Finding time with three demanding kids to sit and read”; “If it’s not a board book, she tears the pages”). Home reading practices Three broad areas of home reading practices were examined: (a) frequency of ESR activities, (b) book selection and, (c) seating environment. Frequency of early storybook reading (ESR) activities. Ten of the 12 parents reported that they read with their children every day. As illustrated in table 3, visits to libraries/ bookstores were low. Nine of the families owned over 30 children’s books and two families owned between ten and 30 children’s books. Book selection Book selection was analysed using a booklist as well as two questions related to the type of books that parents read with their children, as shown in table 4. None of the parents indicated that they had read all nine of the recommended books for young children. Two of the 12 parents reported that they had read eight of the recommended books and five indicated that they had read three or less of the recommended books. None of the parents reported reading chapter books aimed at primary school children and 10 parents did not select any foils.

Table 3. Descriptive statistics on parents’ perceptions towards early storybook reading and frequency

Age important to commence ESR

Parent enjoyment of ESR

Perceived child enjoyment of ESR

Frequency of ESR

From birth

NR

NR

Daily

1–2 years

*

*

*

3–6 months

NR

NR

Daily

3–6 months

NR

NR

Several times per day

3–6 months

NR

NR

Several times per day

From birth

Enjoyed activity

Enjoyed activity

Daily

3–6 months

Enjoyed activity

Neutral

Daily

3–6 months

Not an enjoyed activity

Least favourite activity

Daily

From birth

Enjoyed activity

Favourite activity

Several times per day

From birth

Neutral

Enjoyed activity

Weekly/daily

From birth

Enjoyed activity

Favourite activity

Daily

3–6 months

Favourite activity

Neutral

Weekly

NR: no response; * Indicates parent has not commenced ESR

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JCPSLP Volume 21, Number 2 2019

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