Journal article
Father–Child Shared Reading Behaviours and Emergent Literacy: Insights from the Daddy Book Club
International journal of early childhood, Vol.First online
12/05/2026
Appears in Recent Faculty of Education Publications
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Abstract
This study investigates the relationship between children’s emergent literacy, fathers’ involvement in early literacy development, and shared book-reading activities
within early childhood education (ECE) settings. Using an experimental pre-test/post-test design, it evaluates the effectiveness of the Daddy Book Club, an emergent literacy intervention aimed at enhancing fathers’ reading behaviours to support their children’s literacy development. Data were collected using the Parent–Child Reading Behaviour Checklist (Collings in N Z J Speech Lang Ther 67:22–30, 2012) and the Preschool Word and Print Awareness Assessment (PWPA) (Justice in Child Lang Teach Ther 17:207–225, 2001). Findings indicate that the intervention improved fathers’ engagement in shared reading, leading to increased printreferencing behaviours and enhanced vocabulary and print awareness in children. These results underscore the importance of fathers as active participants in early literacy development and offer valuable insights for future research and educational practices aimed at strengthening parental involvement in children’s literacy learning within ECE settings.
Details
- Title
- Father–Child Shared Reading Behaviours and Emergent Literacy: Insights from the Daddy Book Club
- Creators
- Parisa Tadi (Corresponding Author) - Southern Cross UniversityAmir Sadeghi (Author) - La Trobe University
- Publication Details
- International journal of early childhood, Vol.First online
- Publisher
- Springer Nature
- Grant note
- Open Access funding enabled and organized by CAUL and its Member Institutions.
- Identifiers
- 991013377852002368
- Copyright
- © The Author(s) 2026.
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Journal article