The Child-Parent Reading Experience in Pediatric Medical Office Waiting Areas

ECU Author/Contributor (non-ECU co-authors, if there are any, appear on document)

Adam Butler (Creator)

Institution

East Carolina University (ECU )

Web Site: http://www.ecu.edu/lib/

Abstract: The practice of shared reading between parent(s) and children (especially those ages 0-5 years old) contributes significantly to children’s literacy development and readiness for school learning. Parents and caregivers often report that finding the time for daily shared reading is a challenge. Thus, the waiting times prior to pediatric medical visits offer a unique opportunity for them to engage in shared reading with their children. READ ENC, a local community literacy coalition in Pitt County, NC, partnered with several pediatric offices in the surrounding community to place READ ENC Book Nooks filled with children’s picture books in their waiting spaces. This research study focused on whether the presence of these Book Nooks engaged parent(s) and children in shared reading while waiting. Interviews comprised of a pre-determined set of eleven open-ended questions were conducted with five pediatric practice managers. Additionally, seven two-hour long observations were conducted in three separate pediatric office waiting rooms to document the interactions of parent(s) and children while waiting and whether the presence of the Book Nooks resulted in any shared reading. The qualitative data collected from these interviews and observations were analyzed through qualitative data analysis. This process highlighted a common finding that children typically initiated the reading that occurred while waiting, sometimes resulting in attempts to engage their parents in shared reading. Moreover, the data identified engaging with technology (cellphones, television, and arcade games) and well-child forms as significant distractions for both parties, which often took place rather than shared reading. While the presence of books available in waiting areas has the potential to provide families with additional reading time, simply supplying books in waiting areas does not guarantee shared reading as an outcome. Study findings point to the potential of increasing office and pediatric promotion of shared reading while waiting and limiting technology and well-child in office form completion in order to prioritize increased reading engagement in the waiting space.

Additional Information

Publication

Thesis

Language: English

Date: 2023

Subjects

Childhood literacy;Reading while waiting

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