Turning Up the Volume on Reading in Middle Childhood: A Systematic Review of Shared Reading Practices With Children Aged 7–11.
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| Title: | Turning Up the Volume on Reading in Middle Childhood: A Systematic Review of Shared Reading Practices With Children Aged 7–11. |
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| Authors: | Berry, Faith1 (AUTHOR) faith.bowman2024@my.ntu.ac.uk, Vardy, Emma J.1 (AUTHOR), Phelan, Hannah1 (AUTHOR), McMaster, Kristen L.2 (AUTHOR), Wood, Clare P.1 (AUTHOR) |
| Source: | Reading Research Quarterly (John Wiley & Sons, Inc.). Apr2026 Supplement 1, Vol. 61, p1-23. 23p. |
| Subject Terms: | *Reading strategies, *Parenting, *Child development, *Teaching methods, *Paired reading, *Literacy |
| Abstract: | Although numerous studies provide extensive evidence of the benefits of shared reading in the home, little is known about how this practice is sustained into middle childhood. The aim of this systematic review is to outline what is currently known about shared reading with children aged 7–11 years old. Thirty‐three studies identified for inclusion in the review were synthesized to explore the nature of shared reading practices in middle childhood; who benefits from partaking and in what ways; and how parents are conceptualized within these interactions. Findings reveal a clear tendency toward instructional, pedagogy‐informed strategies that often produce only moderate outcomes. Nevertheless, parents emerge as active and selective participants who place a high value on the opportunity to build closeness with their child and favor approaches that enable meaningful and enjoyable shared reading interactions. Therefore, from this review, we argue for centering the affective dimensions of shared reading as a core driver of continued engagement, rather than as a peripheral gain, and for closer attention to the behavioral dynamics of facilitative parental support. The review also points to significant gaps in the evidence base, as the limited number and methodological quality of studies in this area emerge as a concern for the field, and practical guidance is offered for strengthening future research. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading Research Quarterly (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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