A cross-cultural examination of parents’ book selection & shared reading practices in Spain and Israel
Loading...
Official URL
Full text at PDC
Publication date
2023
Advisors (or tutors)
Editors
Journal Title
Journal ISSN
Volume Title
Publisher
Taylor & Francis
Citations
Exportar
Citation
Bergman Deitcher, D., Martín Martín, M., & Aram, D. (2023). A Cross-Cultural Examination of Parents’ Book Selection & Shared Reading Practices in Spain and Israel. Early Education and Development, 35(6), 1194–1213. https://doi.org/10.1080/10409289.2023.2215692
Abstract
Cultural differences emerge in the home literacy environment and the nature of shared book-reading (SBR), yet the impact of culture on parents’ book selection remains unexplored, despite the centrality of the book in SBR. Parents in Spain (n = 132) and Israel (n = 123), two Western countries with different cultural patterns, reported their considerations in buying/borrowing books, support for books’ socio-emotional and structural complexity, and frequency of SBR of different genres. In both countries, the book’s summary on the back of a book was a key selection criterion. In Israel, other parents’ recommendations, sale price, and child’s choice were important when selecting books, while in Spain, educators’ recommendations ranked higher and less autonomy was given to children. Israeli parents showed stronger support for books’ socio-emotional and structural complexity. Parents in both countries favored narratives over other genres for SBR. Relations emerged between child’s sex and book genre, with greater frequency of reading e-books with boys than girls in Spain and greater frequency of informational books with boys than girls in Israel. Frequency of SBR related to support for books’ complexity in Israel more than Spain. Practice or Policy: A cross-cultural approach can help facilitate culturally-appropriate guidance to parents regarding selecting books for SBR.
Description
Referencias bibliográficas:
• Adam, H., & Barratt-Pugh, C., (2020). The challenge of monoculturalism: What books are educators sharing with children and what messages do they send?The Australian Educational Researcher, 47, 815–836. https://doi.org/10.1007/s13384-019-00375-7
• Anderson, J., Anderson, A., Shapiro, J., & Lynch, J., (2001). Fathers’ and mothers’ book selection preferences for their four-year-old children. Reading Horizons, 41(4), 189–210.
• Anderson, N. J., Graham, S. A., Prime, H., Jenkins, J. M., & Madigan, S., (2021). Linking quality and quantity of parental linguistic input to child language skills: A meta‐analysis. Child Development, 92(2), 484–501. https://doi.org/10.1111/cdev.13508
• Aram, D., & Aviram, S., (2009). Mothers' storybook reading and kindergartners' socioemotional and literacy development. Reading Psychology, 30(2), 175–194. https://doi.org/10.1080/02702710802275348
• Aram, D., Bergman Deitcher, D., & Adar, G., (2017). Understanding parents’ attitudes towards complexity in children's books. Reading Horizons. A Journal of Literacy and Language Arts, 56(4), 26–44. https://scholarworks.wmich.edu/reading_horizons/vol56/iss4/3
• Arar, K., & Oplatka, I., (2018). Emotion display and suppression among Arab and Jewish assistant principals in Israel: The key role of culture, gender and ethnicity. Journal of Professional Capital & Community, 3(3), 173–191. https://doi.org/10.1108/JPCC-12-2017-0030
• Attig, M., & Weinert, S., (2020). What impacts early language skills? Effects of social disparities and different process characteristics of the home learning environment in the first 2 years. Frontiers in Psychology, 11, 557751. https://doi.org/10.3389/fpsyg.2020.557751
• Aydin, E., Ilgaz, H., & Allen, J. W., (2021). Preschoolers’ learning of information from fantastical narrative versus expository books. Journal of Experimental Child Psychology, 209, 105170. https://doi.org/10.1016/j.jecp.2021.105170
• Aznar, A., & Tenenbaum, H. R., (2013). Spanish parents’ emotion talk and their children’s understanding of emotion. Frontiers in Psychology, 4, 670. https://doi.org/10.3389/fpsyg.2013.00670
• Bergman Deitcher, D., Johnson, H., & Aram, D., (2019a). Does book genre matter? Boys' and girls' word learning from narrative and informational books in the preschool years. Journal of Research in Reading, 42(1), 193–211. https://doi.org/10.1111/1467-9817.12266
• Bergman Deitcher, D., Aram, D., & Adar, G., (2019b). Book selection for shared reading: Parents’ considerations and researchers’ views. Journal of Early Childhood Literacy, 19(3), 291–315. https://doi.org/10.1177/1468798417718236
• Bergman Deitcher, D., & Johnson, H., (2022). Parents and children reading together: Expanding shared book-reading across genres. Journal of International Education and Practice, 5(1), 1–10. https://doi.org/10.30564/jiep.v5i1.4493
• Beystrov, E., (2012). The second demographic transition in Israel. Demographic Research, 27(10), 261–298. https://doi.org/10.4054/DemRes.2012.27.10
• Bronfenbrenner, U., (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
• Bus, A. G., Hoel, T., Aliagas, C., Jernes, M., Korat, O., Mifsud, C. L., & Van Collie, J., (2019). Availability and quality of storybook apps across five less widely used languages. In O., Erstad, R., Flewitt, B., Kümmerling-Meibauer, & I. S., Pires (Eds.), The Routledge handbook of digital literacies in early childhood (pp. 308–322). Routledge.
• Calafat, A., García, F., Juan, M., Becoña, E., & Fernández-Hermida, J. R., (2014). Which parenting style is more protective against adolescent substance use? Evidence within the European context. Drug & Alcohol Dependence, 138, 185–192. https://doi.org/10.1016/j.drugalcdep.2014.02.705
• Carmiol, A. M., Sparks, A., & Conejo, L. D., (2022). Book sharing and reminiscing: Caregivers’ conversational style and children’s language and literacy development in low-income Costa Rican families. Early Childhood Research Quarterly, 60, 110–125. https://doi.org/10.1016/j.ecresq.2021.11.013
• Carroll, J., Holliman, A., Weir, F., & Baroody, A. (2019). Literacy interest, home literacy environment and emergent literacy skills in preschoolers. Journal of Research in Reading, 42(1), 150–161. https://doi.org/10.1111/1467-9817.12255
• Caspe, M., (2009). Low-income Latino mothers’ booksharing styles and children’s emergent literacy development. Early Childhood Research Quarterly, 24(3), 306–324. https://doi.org/10.1016/j.ecresq.2009.03.006
• Cerezo, M. T., Casanova, P. F., de la Torre, M. J., & Carpio, M. V. (2011). Estilos educativos paternos y estrategias de aprendizaje en alumnos de educación secundaria. European Journal of Education and Psychology, 4 (1), 51 – 16. https://doi.org/10.30552/ejep.v4i1.63
• Chapman, M., Filipenko, M., McTavish, M., & Shapiro, J. (2007). First graders’ preferences for narrative and/or information books and perceptions of other boys’ and girls’ book preferences. Canadian Journal of Education/ Revue canadienne de l’éducation, 30 (2), 531 – 553. https://doi.org/10.2307/20466649
• Chen, Y. P., Shaffer, M., Westman, M., Chen, S., Lazarova, M., & Reiche, S. (2014). Family role performance: Scale development and validation. Applied Psychology, 63(1), 190–218. https://doi.org/10.1111/apps.12005
• Chiu, M. M., & McBride Chang, C. (2010). Family and reading in 41 countries: Differences across cultures and students. Scientific Studies of Reading, 14(6), 514–543. https://doi.org/10.1080/10888431003623520
• Cohen, E., (Ed.). (2007). The parenthood experience: Relationships, coping and development. Ax Publishing. [Hebrew].
• Cutler, L., & Palkovitz, R., (2020). Fathers’ shared book reading experiences: Common behaviors, frequency, predictive factors, and developmental outcomes. Marriage & Family Review, 56(2), 144–173. https://doi.org/10.1080/01494929.2019.1683119
• Daniels, D., Salley, B., Walker, C., & Bridges, M., (2021). Parent book choices: How do parents select books to share with infants and toddlers with language impairment?Journal of Early Childhood Literacy, 22(2), 1–29. https://doi.org/10.1177/1468798420985668
• Datacommons.org. (2022). Spain. https://datacommons.org/place/country/ESP?utm_medium=explore&mprop=amount&popt=EconomicActivity&cpv=activitySource%2CGrossNationalIncome&hl=en
• Datacommons.org (2022). Israel. Gross national income based on purchasing power parity. https://datacommons.org/browser/GrossNationalIncome
• Davidson, S., & Turin, O., (2021). Preschool teachers’ experience of parents’ WhatsApp groups: Technological ambivalence and professional de-skilling. Gender and Education, 33(8), 983–998. https://doi.org/10.1080/09540253.2021.1884195
• Davis, H. S., Gonzalez, J. E., Pollard Durodola, S., Saenz, L. M., Soares, D. A., Resendez, N., Zhu, L., & Hagan-Burke, S., (2016). Home literacy beliefs and practices among low-income Latino families. Early Child Development & Care, 186(7), 1152–1172. https://doi.org/10.1080/03004430.2015.1081184
• den Toonder, J., Visser, S., & van Voorst, S., (2017). Cultural transfer in reading groups: From theory to practice and back. Research for All, 1(1), 52–63. https://doi.org/10.18546/RFA.01.1.05
• Dowdall, N., Melendez-Torres, G. J., Murray, L., Gardner, F., Hartford, L., & Cooper, P. J., (2020). Shared picture book reading interventions for child language development: A systematic review and meta-analysis. Child Development, 91(2), e383–e399. https://doi.org/10.1111/cdev.13225
• Dwairy, M., & Achoui, M., (2006). Introduction to three cross-regional research studies on parenting styles, individuation, and mental health in Arab societies. Journal of Cross-Cultural Psychology, 37(3), 221–229. https://doi.org/10.1177/0022022106286921
• Dyer, J. R., Shatz, M., & Wellman, H. M., (2000). Young children’s storybooks as a source of mental state information. Cognitive Development, 15(1), 17–37. https://doi.org/10.1016/S0885-2014(00)00017-4
• Einhorn, T., (2020, June20). The Israeli statute on national book price maintenance - a critical evaluation national, international, transnational. In C., Benicke & S., Huber (Eds.), Harmonischer Dreiklang im Recht - Festschrift fuer Herbert Kronke (pp. 1699–1708). https://doi.org/10.2139/ssrn.3772316
• El portal del lector. (2022, November29). Talleres infantiles. Bibliotecas de la Comunidad de Madrid. http://www.madrid.org/cs/Satellite?c=Page&cid=1354393695001&language=es&pageid=1343065587811&pagename=PortalLector%2FPage%2FPLEC_contenidoFinalNavegable&vest=1343065587811
• Eurostat. (2019). Archivo: matrimonios y nacimientos en España. https://ec.europa.eu/eurostat/statistics-explained/index.php?title=Archive:Marriages_and_births_in_Spain/es&oldid=429594
• Eurydice. (2020). España. Población: Situación demográfica, Lenguas y Religiones. https://eacea.ec.europa.eu/national-policies/eurydice/content/population-demographic-situation-languages-and-religions-79_es
• Eurydice. (2021). Spain: Early childhood education and care. https://eacea.ec.europa.eu/national-policies/eurydice/content/early-childhood-education-and-care-79_en
• Eutsler, L., & Trotter, J., (2020). Print or iPad? Young children’s text type shared reading preference and behaviors in comparison to parent predictions and at-home practices. Literacy Research and Instruction, 59(4), 324–345. https://doi.org/10.1080/19388071.2020.1777229
• Farkas, C., Santelices, M. P., Vallotton, C. D., Brophy-Herb, H. E., Iglesias, M., Sieverson, C., Del Pilar Cuellar, M., & Álvarez, C., (2020). Children’s storybooks as a source of mental state references: Comparison between books from Chile, Colombia, Scotland and USA. Cognitive Development, 53, 100845. https://doi.org/10.1016/j.cogdev.2019.100845
• Federación de Gremios de Editores de España. (2021). Memoria 2021. Ministerio de cultura y deporte. https://www.federacioneditores.org/img/documentos/memoria_2021.pdf
• Frijters, J. C., Barron, R. W., & Brunello, M., (2000). Direct and mediated influences of home literacy and literacy interest on prereaders’ oral vocabulary and early written language skill. Journal of Educational Psychology, 92(3), 466–477. https://doi.org/10.1037/0022-0663.92.3.466
• Garcia, O. F., Lopez-Fernandez, O., & Serra, E., (2021). Raising Spanish children with an antisocial tendency: Do we know what the optimal parenting style is?Journal of Interpersonal Violence, 36(13–14), 6117–6144. https://doi.org/10.1177/0886260518818426
• Garner, P. W., & Parker, T. S., (2018). Young children’s picture-books as a forum for the socialization of emotion. Journal of Early Childhood Research, 16(3), 291–304. https://doi.org/10.1177/1476718X18775760
• Gonzalez, J. E., Taylor, A. B., McCormick, A. S., Villareal, V., Kim, M., Perez, E., Darensbourg, A., & Haynes, R., (2011). Exploring the underlying factor structure of the home literacy environment (HLE) in the English and Spanish versions of the Familia Inventory: A cautionary tale. Early Childhood Research Quarterly, 26(4), 475–483. https://doi.org/10.1016/j.ecresq.2010.12.001
• Hamilton, L. G., Hayiou-Thomas, M. E., Hulme, C., & Snowling, M., (2016). The home literacy environment as a predictor of the early literacy development of children at family-risk of dyslexia. Scientific Studies of Reading, 20(5), 401–419. https://doi.org/10.1080/10888438.2016.1213266
• Hammet, L., van Kleeck, A., & Huberty, C. J., (2009). Talk during book sharing between parents and preschool children: A comparison between storybook and expository book conditions. Reading Research Quarterly, 44(2), 171–194 dx. https://doi.org/10.1598/RRQ.44.2.4
• Hassunah-Arafat, S. M., Aram, D., & Korat, O., (2021). Early literacy in Arabic: The role of SES, home literacy environment, mothers’ early literacy beliefs and estimation of their children’s literacy skills. Reading & Writing, 34(10), 2603–2625. https://doi.org/10.1007/s11145-021-10158-1
• Hoffman, J. L., Teale, W. H., & Yokota, J., (2015). The book matters! Choosing complex narrative texts to support literary discussion. Young Children, 70(4), 8–15. http://www.readinghalloffame.org/sites/default/files/book_matters-young_children_2015_0.pdf
• Holliman, C. J., Baroody, F., Weir, A., & Baroody, A. E., (2019). Literacy interest, home literacy environment, and emergent literacy skills in preschoolers. Journal of Research in Reading, 41(1), 150–161. https://doi.org/10.1111/1467-9817.12255
• Horning, K. T., (1997). From cover to cover: Evaluating and reviewing children’s books. Harper Collins.
• INE. (2020). Estadísticas de demografía y población 2019. Instituto Nacional de Estadística de España.
• Inoue, T., Manolitsis, G., de Jong, P. F., Landerl, K., Parrila, R., & Georgiou, G. K., (2020). Home literacy environment and early literacy development across languages varying in orthographic consistency. Frontiers in Psychology, 11, 1–11. https://doi.org/10.3389/fpsyg.2020.01923
• Israel Central Bureau of Statistics. (2022). The state of Israeli society, 2020. https://www.cbs.gov.il/he/publications/Pages/2022.aspx
• Israel Ministry of Sport & Culture. (2022). Libraries. https://www.gov.il/he/Departments/Units/libraries
• Korat, O., Levin, I., Atishkin, S., & Turgeman, M., (2014). E-book as facilitator of vocabulary acquisition: Support of adults, dynamic dictionary and static dictionary. Reading & Writing, 27(4), 613–629. https://doi.org/10.1007/s11145-013-9474-z
• Kucirkova, N., & Littleton, K., (2016) The digital reading habits of children: A National survey of parents’ perceptions of and practices in relation to children’s reading for pleasure with print and digital books. Book Trust. http://www.booktrust.org.uk/news-andblogs/news/1371
• Lavee, Y., & Katz, R., (2003). The family in Israel: Between tradition and modernity. Marriage & Family Review, 35(1–2), 193–217. https://doi.org/10.1300/J002v35n01_11
• Lehrl, S., Ebert, S., Blaurock, S., Rossbach, H. G., & Weinert, S., (2020). Long-term and domain-specific relations between the early years home learning environment and students’ academic outcomes in secondary school. School Effectiveness and School Improvement, 31(1), 102–124. https://doi.org/10.1080/09243453.2019.1618346
• Lennox, S., (2013). Interactive read-alouds - an avenue for enhancing children’s language for thinking and understanding: A review of recent research. Early Childhood Education Journal, 41(5), 381–389. https://doi.org/10.1007/s10643-013-0578-5
• Leyva, D., von Suchodoletz, A., Shroff, D., Hinojo, A., & Kärtner, J., (2021). Maternal book-sharing styles and goals and children’s verbal contributions in three communities. Early Childhood Research Quarterly, 54, 228–238. https://doi.org/10.1016/j.ecresq.2020.09.010
• Liu, C., Georgiou, G. K., & Manolitsis, G., (2018). Modeling the relationships of parents’ expectations, family’s SES, and home literacy environment with emergent literacy skills and word reading in Chinese. Early Childhood Research Quarterly, 43, 1–10. https://doi.org/10.1016/j.ecresq.2017.11.001
• López-Escribano, C., Valverde Montesino, S., & García-Ortega, V., (2021). The impact of e-book reading on young children’s emergent literacy skills: An analytical review. International Journal of Environmental Research and Public Health, 18(12), 1–21. https://doi.org/10.3390/ijerph18126510
• Luo, Y., Snow, C. E., & Chang, C., (2012). Mother–child talk during joint book reading in low-income American and Taiwanese families. First Language, 32(4), 494–511. https://doi.org/10.1177/0142723711422631
• Majid, S., Ng, H. K. J., & Su, Y., (2017). Leisure reading preferences of bilingual female students in Singapore. LIBRES, 27(1), 1–12. https://doi.org/10.32655/LIBRES.2017.1.1
• Malach-Pines, A. M., & Zaidman, N., (2003). Gender, culture, and social support: A male–female, Israeli Jewish-Arab comparison. Sex Roles, 49(11), 571–586. https://doi.org/10.1023/B:SERS.0000003128.99279.94
• Mantzicopoulos, P., & Patrick, H., (2010). “The seesaw is a machine that goes up and down”: Young children’s narrative responses to science-related informational text. Early Education & Development, 21(4), 412–444. https://doi.org/10.1080/10409281003701994
• Martínez, I., Fuentes, M. C., García, F., & Madrid, I., (2013). El estilo de socialización familiar como factor de prevención o riesgo para el consumo de sustancias y otros problemas de conducta en los adolescentes españoles. Adicciones, 25(3), 235–242. https://doi.org/10.20882/adicciones.51
• McClure, E., Vaala, S., & Spiewak Toub, T., (2017). Discovering kids’ apps: Do family strategies vary by income?https://joanganzcooneycenter.org/wp-content/uploads/2017/06/jgcc_discoveringkidsapps.pdf
• McGillicuddy‐DeLisi, A. V., (1982). The relationship between parents’ beliefs about development and family constellation, socioeconomic status, and parents’ teaching strategies. In L. M., Laosa & I. E., Sigel (Eds.), Families as learning environments for children (pp. 1–45). Plenum Press.
• Ministerio de Cultura y Deporte. (2021). Bibliotecas públicas españolas en cifras 2020. Gobierno de España. https://www.culturaydeporte.gob.es/cultura/areas/bibliotecas/mc/ebp/destacados/bibliotecas-publicas-2020.html
• Mohr, K. A., (2006). Children’s choices for recreational reading: A three-part investigation of selection preferences, rationales, and processes. Journal of Literacy Research, 38(1), 81–104. https://doi.org/10.1207/s15548430jlr3801_4
• Moreno, A., Ortega, M., & Gamero-Burón, C., (2017). Los modelos familiares en España: reflexionando sobre la ambivalencia familiar desde una aproximación teórica. Revista Española de Sociología, 26(1), 149–167. https://doi.org/10.22325/fes/res.2016.5
• Neumann, M. M., & Neumann, D. L., (2017). The use of touch-screen tablets at home and preschool to foster emergent literacy. Journal of Early Childhood Literacy, 17(2), 203–220. https://doi.org/10.1177/1468798415619773
• Niklas, F., Wirth, A., Guffler, S., Drescher, N., & Ehmig, S. C., (2020). The home literacy environment as a mediator between parental attitudes toward shared reading and children’s linguistic competencies. Frontiers in Psychology, 11, 1628. https://doi.org/10.3389/fpsyg.2020.01628
• Noble, C., Sala, G., Peter, M., Lingwood, J., Rowland, C., Gobet, F., & Pine, J., (2019). The impact of shared book reading on children’s language skills: A meta-analysis. Educational Research Review, 28, 100290. https://doi.org/10.1016/j.edurev.2019.100290
• O’Sullivan, S., (2004). Books to live by: Using children’s literature for character education. The Reading Teacher, 57(7), 640–645.
• OECD Family Database. (2016). Employment profiles over the life course. https://www.oecd.org/els/family/LMF_1_2_Maternal_Employment.pdf
• OECD Family Database. (2022). Fertility rates. https://www.oecd.org/els/family/SF_2_1_Fertility_rates.pdf
• Oryan, S., (2014). Democratic parenting: Parental interpretation of parent education messages in the USA and Israel. International Journal About Parents in Education, 8(1), 34–47.
• Paez, D., & González, J. L., (2000). Culture and socialpsychology. Psicothema, 12(Su1), 6–15.
• Parada, J. L., (2010). La educación familiar en la familia del pasado, presente y futuro. Educatio Siglo XXI, 28(1), 17–40.
• Parette, H. P., Blum, C., & Luthin, K. A., (2015). Quantitative features analysis of recommended no- and low-cost preschool e-books. Early Childhood Education Journal, 43(3), 181–190. https://doi.org/10.1007/s10643-013-0611-8
• Park, H., (2008). Home literacy environments and children’s reading performance: A comparative study of 25 countries. Educational Research & Evaluation, 14(6), 489–505. https://doi.org/10.1080/13803610802576734
• Price, J., & Kalil, A., (2019). The effect of mother–child reading time on children’s reading skills: Evidence from natural within‐family variation. Child Development, 90(6), e688–e702. https://doi.org/10.1111/cdev.13137
• Price, L. H., Bradley, B. A., & Smith, J. M., (2012). A comparison of preschool teachers’ talk during storybook and information book read-alouds. Early Childhood Research Quarterly, 27(3), 426–440. https://doi.org/10.1016/j.ecresq.2012.02.003
• Reich, S. M., Yau, J. C., Xu, Y., Muskat, T., Uvalle, J., & Cannata, D., (2019). Digital or print? A comparison of preschoolers’ comprehension, vocabulary, and engagement from a print book and an e-book. AERA Open, 5(3), 1–16. https://doi.org/10.1177/2332858419878389
• Robertson, S. J., & Reese, E., (2017). The very hungry caterpillar turned into a butterfly: Children’s and parents’ enjoyment of different book genres. Journal of Early Childhood Literacy, 17(1), 3–25. https://doi.org/10.1177/1468798415598354
• Rochanavibhata, S., & Marian, V., (2021). Cross-cultural differences in mother-preschooler book sharing practices in the United States and Thailand. Journal of Child Language, 48(4), 834–857. https://doi.org/10.1017/S0305000920000562
• Rogoff, B., (2003). The cultural nature of human development. Oxford University Press.
• Samoocha, S., (2005). Is Israel western? In E., Ben-Rafael & Y., Sternberg (Eds.), Comparing modernities: Pluralism versus homogeneity (pp. 413–442). Brill Academic Publishers.
• Saracho, O. N., & Spodek, B., (2010). Families’ selection of children’s literature books. Early Childhood Education, 37(5), 401–409. https://doi.org/10.1007/s10643-009-0365-5
• Schapira, R., & Aram, D., (2020). Shared book reading at home and preschoolers’ socio-emotional competence. Early Education & Development, 31(6), 819–837. https://doi.org/10.1080/10409289.2019.1692624
• Schapira, R., Bergman Deitcher, D., & Aram, D., (2021). Variability and stability in parent–child discourse during and following repeated shared book reading. Reading & Writing, 34, 273–300. https://doi.org/10.1007/s11145-020-10072-y
• Scharf, M., (2014). Parenting in Israel: Together hand in hand, you are mine and I am yours. In H., Selin (Ed.), Parenting across cultures: Childrearing, motherhood and fatherhood in Non-Western cultures. Springer. https://doi.org/10.1007/978-94-007-7503-9_14
• Schickedanz, J., & Collins, M., (2012). So much more than the ABCs: The early phases of reading and writing. National Association for the Education of Young Children.
• Scholastic. (2019). Kids and family reading report: Finding their story. Scholastic, Inc. https://files.eric.ed.gov/fulltext/ED594490.pdf
• Sénéchal, M., (2006). Testing the home literacy model: Parent involvement in kindergarten is differentially related to Grade 4 reading comprehension, fluency, spelling and reading for pleasure. Scientific Studies of Reading, 10(1), 59–87. https://doi.org/10.1207/s1532799xssr1001_4
• Shapiro, A., Anderson, J., Anderson, J., & Shapiro, J., (2006). Parents’ beliefs about young children’s literacy development and parents’ literacy behaviors. Reading Psychology, 27(1), 1–20. https://doi.org/10.1080/02702710500468708
• Sierschynski, J., Louie, B., & Pughe, B., (2014). Complexity in picture books. The Reading Teacher, 68(4), 287–295. https://doi.org/10.1002/trtr.1293
• Stanovich, K. E., & West, R. F., (1989). Exposure to print and orthographic processing. Reading Research Quarterly, 24(4), 402–433. https://doi.org/10.2307/747605
• Strouse, G. A., & Ganea, P. A., (2017). A print book preference: Caregivers report higher child enjoyment and more adult–child interactions when reading print than electronic books. International Journal of Child-Computer Interaction, 12, 8–15. https://doi.org/10.1016/j.ijcci.2017.02.001
• Sun, H., (2019). Home environment, bilingual preschooler’s receptive mother tongue language outcomes, and social-emotional and behavioral skills: One stone for two birds?Frontiers in Psychology, 10, 1640. https://doi.org/10.3389/fpsyg.2019.01640
• Susperreguy, M. I., Jiménez Lira, C., & LeFevre, J. A., (2022). Cross-cultural comparisons of home numeracy and literacy environments: Canada, Mexico, and Chile. Educational Science, 12(2), 62. https://doi.org/10.3390/educsci12020062
• Tekin, A. K., & Tekin, G., (2006). Parents’ knowledge level about the picture books they use for children. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 31(31), 159–168.
• Uluğ, E., & Bayraktar, A., (2014). Determination of the required features of children’s picture books. Journal of Education and Future, 6, 25–42.
• UNESCO. (2022). Purchasing power parity. https://uis.unesco.org/node/3079581
• van Steensel, R., Gouw, B., Liefers, S., & van Aspert, T., (2022). Cognitively challenging talk during shared reading: Effects of parent gender, child gender and relations with story comprehension. Journal of Early Childhood Literacy, 146879842210822. https://doi.org/10.1177/14687984221082240
• Vasilyeva, M., Dearing, E., Lvanova, A., Shen, C., & Kardanova, E., (2018). Testing the family investment model in Russia: Estimating indirect effects of SES and parental beliefs on the literacy skills of first-graders. Journal of Early Childhood Literacy, 42, 11–20. https://doi.org/10.1016/j.ecresq.2017.08.003
• Vygotsky, L. S., (1978). Mind in society: The development of higher mental process. Harvard University Press.
• Wagner, L., (2017). Factors influencing parents’ preferences and parents’ perceptions of child preferences of picturebooks. Frontiers in Psychology, 8, 1448. https://doi.org/10.3389/fpsyg.2017.01448
• Wagner, L., (2017). Factors influencing parents' preferences and parents' perceptions of child preferences of picturebooks. Frontiers in Psychology, 8, 1448. https://doi.org/10.3389/fpsyg.2017.01448
• Watson, A., (2022). Average book price in Spain in 2019, by category. Statista.com. https://www.statista.com/statistics/447657/average-book-price-in-spain-by-book-type/
• Weinreb, A., Chernichovsky, D., & Brill, A., (2018). Israel’s exceptional fertility. Taub Center for Social Policy Studies in Israel.
• Weiss, A., (2019). A picture of the nation: Israel’s society and economy in figures. Taub Center for Social Policy Studies in Israel. https://www.taubcenter.org.il/en/state/pon-2019-eng/
• Wilkinson, K., (2003). Children’s favourite books. Journal of Early Childhood Literacy, 3(3), 275–301. https://doi.org/10.1177/1468798403033004