ABSTRACT
There is an enormous amount of psychological and educational research related to book reading. Much of the research has focused on the impact of book reading on the development of early literacy concepts and the development of oral language skills (Scarborough and Dobrich 1994; Bus et al. 1995; Blok 1999; Fletcher and Reese 2005; Mol et al. 2008, 2009; Lepola et al. 2009; Reese et al. 2010; Stamou 2012; Barr 2013) and some on young children’s cognitive engagement (Moschovaki and Meadows 2005; Hammett Price et al. 2009, 2012). There is evidence that the affective quality of home book reading rather than its cognitive aspects predicted children’s later motivation to read (Sonnenschein and Munsterman 2002) and children’s reading outcomes (Bingham 2007). Much less research has examined the affective features of book-reading interaction with young children.
